Redesain Kurikulum Pendidikan Agama Kristen Berbasis Integrasi Etis Teologis dan Andragogi untuk Pendidikan Anti Korupsi
(1) Universitas Budi Luhur Jakarta
(2) Sekolah Tinggu Teologi Baptis Indonesia
(*) Corresponding Author
Abstract
The corruption permeating church institutions and Christian higher education institutions (CHEIs) reveals the failure of character formation within theological education. The current Christian Religious Education (CRE) curriculum remains anchored in a cognitive-transmissive paradigm, failing to cultivate a habitus of integrity. Therefore, this study aims to redesign the CRE curriculum in CHEIs to systematically integrate anti-corruption education within a Christian ethical-theological framework and andragogical principles. The method employed is an integrative critical literature review through the lens of Osmer's (2008) practical theology. This process encompasses thematic analysis, the formulation of pedagogical principles, and a conceptual synthesis of 78 sources spanning anti-corruption literature, andragogy, Christian ethics, and CRE curricula. Findings indicate that corruption is normalised through three mechanisms: institutionalisation, rationalisation, and socialisation. This normalisation can only be effectively intervened upon through three de-normalisation strategies integrated into the curriculum: de-institutionalisation, counter-rationalisation, and re-socialisation. The resulting curriculum redesign merges Knowles's six principles of andragogy with ethical-theological foundations (such as amor Dei, imago Dei, and biblical anti-corruption values). This curriculum is structured around learning outcomes across three domains (cognitive, affective, and behavioural), complemented by a 16-week modular course map and an effectiveness evaluation based on Kirkpatrick's four-level model. This research contributes to the discourse on CRE curriculum development in CHEIs by offering a curriculum design that is prescriptive-transformative and empirically falsifiable. Concurrently, this study paves the way for a measurable implementation research agenda, indicated by a reduction in students' corruption justification perception.
Abstrak
Korupsi yang menjangkiti institusi gereja dan Perguruan Tinggi Keagamaan Kristen (PTKK) menyingkapkan kegagalan formasi karakter dalam pendidikan teologi. Kurikulum Pendidikan Agama Kristen (PAK) yang berlaku saat ini masih bertumpu pada paradigma kognitif-transmisif, sehingga gagal membentuk habitus integritas. Oleh karena itu, penelitian ini bertujuan untuk merancang ulang (redesain) kurikulum PAK di PTKK agar secara sistematis mampu mengintegrasikan pendidikan antikorupsi ke dalam kerangka etis-teologis Kristen dan prinsip andragogi. Metode yang digunakan adalah tinjauan literatur kritis integratif (integrative critical literature review) dalam perspektif teologi praktis Osmer (2008). Proses ini meliputi analisis tematik, perumusan prinsip pedagogis, serta sintesis konseptual terhadap 78 sumber dari literatur antikorupsi, andragogi, etika Kristen, dan kurikulum PAK. Temuan menunjukkan bahwa korupsi ternormalisasi melalui tiga mekanisme, yakni pelembagaan (institutionalization), rasionalisasi (rationalization), dan sosialisasi (socialization). Normalisasi ini hanya dapat diintervensi secara efektif melalui tiga strategi denormalisasi yang diintegrasikan ke dalam kurikulum: de-institusionalisasi (de-institutionalization), kontra-rasionalisasi (counter-rationalization), dan resosialisasi (re-socialization). Rancangan ulang kurikulum yang dihasilkan memadukan enam prinsip andragogi Knowles dengan landasan etis-teologis (seperti amor Dei, imago Dei, dan nilai antikorupsi alkitabiah). Kurikulum ini disusun dalam struktur berbasis capaian pembelajaran pada tiga ranah (kognitif, afektif, dan perilaku), dilengkapi dengan peta perkuliahan modular 16 minggu, serta evaluasi efektivitas berdasarkan model Kirkpatrick empat level. Penelitian ini berkontribusi pada diskursus pengembangan kurikulum PAK di PTKK dengan menawarkan desain kurikulum yang bersifat preskriptif-transformatif dan dapat diuji secara empiris (falsifiable). Sekaligus, kajian ini membuka agenda penelitian implementasi yang terukur melalui indikator penurunan tingkat persepsi pembenaran korupsi (corruption justification perception) di kalangan mahasiswa.
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DOI: https://doi.org/10.47530/edulead.v7i1.328
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