Social Competence of Christian Religious Education Teachers in Teaching the Importance of Interethnic Communication: An Exegetical Study of Genesis 34:21 at SMK Negeri 2 Susua

Abstract

This study investigates the social competence of Christian Religious Education (CRE) teachers in teaching the importance of interethnic communication at SMK Negeri 2 Susua-South Nias, using Genesis 34:21 as the exegetical foundation. The verse, which emphasizes peaceful coexistence, openness, and relational integrity among different groups, provides a theological lens for understanding how biblical values shape the pedagogical practices of teachers working in multiethnic school environments. Employing a qualitative descriptive design, the research integrates exegetical analysis with field-based data collected through semi-structured interviews, classroom observations, and document analysis involving two CRE teachers who actively interact with students from diverse ethnic backgrounds. The exegetical findings highlight three core themes-hospitality, mutual trust, and communal peace-which inform the interpretation of teachers’ behaviors and strategies. Empirical results show that CRE teachers at SMK Negeri 2 Susua demonstrate strong social competence characterized by empathetic communication, inclusive classroom management, and sensitivity to cultural differences. They consistently employ dialogical learning activities, mediation techniques, and culturally responsive approaches to guide students toward respectful interethnic interactions. The study concludes that the integration of theological reflection and professional competence enables CRE teachers to effectively promote interethnic communication in pluralistic educational settings. By embodying the principles found in Genesis 34:21, teachers become transformative agents who help students appreciate diversity and practice harmonious social relationships. The research recommends ongoing professional development in multicultural pedagogy and the incorporation of peacebuilding themes into CRE curricula to enhance the teachers’ capacity to foster unity within ethnically diverse classrooms.