Discipleship as Pedagogical Process: Exploring Jesus’ Instructional Model in Matthew 10 within the Learning Context of SD Negeri 091556 Nagojor

Abstract

This study explores Jesus’ instructional model in Matthew 10 as a pedagogical framework for Christian Religious Education (PAK) within the primary school context of SD Negeri 091556 Nagojor. While discipleship is widely acknowledged in Christian formation, its educational implications-particularly its relevance for contemporary classrooms-remain underexamined. Through a qualitative design combining a Systematic Literature Review (SLR) and semi-structured interviews with four PAK teachers, the study analyzes how the pedagogical principles embedded in Matthew 10 can inform teaching practice and holistic student formation. The SLR demonstrates that Jesus’ approach integrates relational mentoring, learner empowerment, experiential practice, moral apprenticeship, and mission-oriented learning. Exegetical insights highlight key pedagogical elements such as Jesus’ conferral of authority, realistic preparation for challenges, character-focused instruction, and guided responsibility. Interview findings reveal that teachers at SD Negeri 091556 Nagojor naturally apply similar principles through close relational engagement, opportunities for student leadership, reflective dialogue, and value-based instruction. Teachers emphasized the importance of emotional safety and guided autonomy, aligning with Jesus’ balance of freedom and direction in Matthew 10. Experiential learning practices-such as role-play, service activities, and collaborative tasks-emerged as effective strategies for enhancing student motivation and internalizing biblical values. The study concludes that discipleship, understood as a pedagogical process, provides a holistic and contextually adaptable framework capable of shaping students intellectually, socially, emotionally, and spiritually. Jesus’ instructional model offers a timeless educational paradigm that strengthens teacher-student relationships, enriches learning experiences, and fosters the development of caring, responsible, and resilient young learners. The findings underscore the relevance of biblical pedagogy in modern educational settings and invite further exploration of its broader applications.