Pedagogical Faith and the Power of Exemplary Teaching in the Light of Matthew 5:13-16: A Study at SD Negeri 05 Goiso Oinan

Abstract

This study examines the relationship between pedagogical faith and exemplary teaching in light of Matthew 5:13-16 within the context of a public elementary school, SD Negeri 05 Goiso Oinan, Mentawai. Pedagogical faith is understood as the integration of Christian faith values into teachers’ pedagogical attitudes, motivations, and instructional practices, while exemplary teaching refers to observable role-modeling behaviors that reflect moral integrity, consistency, and care for students. Employing a quantitative descriptive-correlational design, this research involved 45 Christian students and eight Christian teachers, including a Christian Religious Education teacher. Data were collected using structured Likert-scale questionnaires and analyzed through descriptive statistics and simple correlation analysis. The findings reveal that both pedagogical faith and exemplary teaching were perceived at high levels among participants. Pedagogical faith demonstrated a strong presence in teachers’ faith-based motivation, ethical responsibility, and commitment to Christian values. Exemplary teaching was particularly evident in teachers’ moral conduct, integrity, and caring relationships with students. Correlational analysis indicated a strong and statistically significant positive relationship between pedagogical faith and exemplary teaching (r = 0.68, p < 0.05), suggesting that higher levels of pedagogical faith are associated with stronger exemplary teaching practices. These results highlight that pedagogical faith functions as a foundational driver of exemplary teaching, enabling educators to embody the biblical call to be “salt and light” through visible ethical behavior and professional responsibility. The findings suggest that teacher formation programs should emphasize the integration of faith, ethics, and pedagogy to foster holistic and transformative education.