Analisis Hermeneutik: Filosofis Kerangka Pendidikan Agama Kristen Teologis dan Kontekstual

Trilien Telaumbanua

doi:10.54403/rjtpi.v6i2.175

Analisis Hermeneutik: Filosofis Kerangka Pendidikan Agama Kristen Teologis dan Kontekstual

Trilien Telaumbanua

Abstract

Christian Religious Education (CRE) within the contexts of church and theological education faces significant challenges due to the absence of a robust philosophical framework capable of integrating theological fidelity with the dynamics of social contexts. Many CRE practices continue to operate within a normative-doctrinal paradigm that is insufficiently reflective of cultural shifts, lived faith experiences, and the complexities of pastoral life. This condition indicates fundamental problems in the ontological, epistemological, and axiological assumptions underpinning CRE, resulting in faith education that often loses its relevance and transformative potential. This study aims to analyze and reconstruct the framework of Christian Religious Education as both theologically grounded and contextually responsive through a hermeneutic-philosophical approach. The research employs a qualitative methodology with hermeneutic-philosophical analysis of theological literature, educational philosophy, and CRE praxis. The study concludes that a hermeneutical foundation in CRE emphasizes the significance of a dialogical process of interpretation among Scripture, tradition, and context as the basis for faith formation. The philosophical dimensions of the CRE framework demonstrate that the integration of ontological, epistemological, and axiological elements strengthens CRE as a reflective and contextually grounded theological praxis.

Abstrak

Pendidikan Agama Kristen (PAK) dalam konteks gereja dan pendidikan teologi menghadapi tantangan serius akibat lemahnya kerangka filosofis yang mampu mengintegrasikan kesetiaan teologis dan dinamika konteks sosial. Banyak praktik PAK masih beroperasi dalam paradigma normatif-doktrinal yang kurang reflektif terhadap perubahan budaya, pengalaman iman, dan kompleksitas kehidupan pastoral. Kondisi ini menunjukkan adanya problem mendasar pada asumsi ontologis, epistemologis, dan aksiologis yang membentuk kerangka PAK, sehingga pendidikan iman kerap kehilangan relevansi dan daya transformasinya. Penelitian ini bertujuan untuk menganalisis dan merekonstruksi kerangka Pendidikan Agama Kristen yang teologis dan kontekstual melalui pendekatan hermeneutik-filosofis. Metode penelitian yang digunakan adalah penelitian kualitatif dengan analisis hermeneutik-filosofis terhadap literatur teologis, filsafat pendidikan, dan praksis PAK. Maka dapat disimpulkan bahwa landasan hermeneutik dalam Pendidikan Agama Kristen menegaskan pentingnya proses penafsiran yang dialogis antara teks, tradisi, dan konteks sebagai dasar pembentukan iman. Dimensi filosofis kerangka Pendidikan Agama Kristen memperlihatkan bahwa integrasi ontologis dan epistemologis serta aksiologis memperkuat PAK sebagai praksis teologis yang reflektif dan kontekstual.

Keywords

Pendidikan Agama Kristen; Hermeneutik Teologis; Filsafat Pendidikan; Teologi Kontekstual; Praksis Pastoral

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DOI: https://doi.org/10.54403/rjtpi.v6i2.175