STRATEGI PEDAGOGIS KEKRISTENAN AWAL DAN IMPLIKASINYA BAGI PENDIDIKAN BERBASIS IMAN KONTEMPORER: SEBUAH TINJAUAN LITERATUR SISTEMATIS
DOI:
https://doi.org/10.54314/jssr.v9i3.6598Keywords:
early Christian pedagogy, catechesis, mystagogy, Didache, liturgy, faith-based education, Christian education, systematic literature reviewAbstract
Abstract: This article presents a systematic literature review regarding early Christian pedagogical strategies and their implications for contemporary faith-based education. The study addresses the issue that modern religious education often suffers from cognitive reductionism—a tendency to treat faith instruction merely as a transfer of doctrine—while the dimensions of character formation, liturgical participation, communal spirituality, and the educator's role as a role model receive insufficient attention. Employing a systematic literature review approach and thematic synthesis, the article analyzes primary and secondary sources covering the *Didache*, the *Apostolic Tradition*, catechesis, baptismal initiation, mystagogy, the Eucharist, liturgy, and contemporary Christian religious education theory. The findings indicate that early Christian pedagogy rested on five key pillars: catechesis as identity formation, mystagogy as reflection on the experience of faith, liturgy as a learning space, the educator as a moral model, and the integration of Scripture, doctrine, and community. The discussion emphasizes that the early church did not separate knowledge from practice, ritual from education, or the teacher from the witness of their life. Consequently, contemporary faith-based education needs to shift from an instructional model toward one that is formative, participatory, and mystagogical. This article offers a conceptual framework that Christian schools, churches, theological institutions, and faith communities can use to design curricula integrating doctrine, liturgy, service, reflection, and character formation.
Keywords: early Christian pedagogy; catechesis; mystagogy; *Didache*; liturgy; faith-based education; Christian education; systematic literature review
Abstrak: Artikel ini menyajikan tinjauan literatur sistematis mengenai strategi pedagogis Kekristenan awal dan implikasinya bagi pendidikan berbasis iman kontemporer. Kajian ini berangkat dari persoalan bahwa pendidikan agama masa kini sering mengalami reduksi kognitif, yaitu kecenderungan menempatkan pengajaran iman sebagai transfer doktrin, sementara dimensi pembentukan karakter, partisipasi liturgis, spiritualitas komunal, dan keteladanan pendidik kurang memperoleh perhatian proporsional. Dengan menggunakan pendekatan Systematic Literature Review dan sintesis tematik, artikel ini menganalisis sumber-sumber primer dan sekunder yang membahas Didache, Tradisi Apostolik, katekese, inisiasi baptisan, mistagogi, Ekaristi, liturgi, serta teori pendidikan agama Kristen kontemporer. Hasil kajian menunjukkan bahwa pedagogi Kekristenan awal dibangun atas lima pilar utama: katekese sebagai pembentukan identitas, mistagogi sebagai refleksi pengalaman iman, liturgi sebagai ruang belajar, pendidik sebagai model moral, dan integrasi Kitab Suci, doktrin, serta komunitas. Pembahasan menegaskan bahwa gereja mula-mula tidak memisahkan pengetahuan dari praktik, ritus dari pendidikan, atau guru dari kesaksian hidup. Karena itu, pendidikan berbasis iman kontemporer perlu bergerak dari model instruksional menuju model formatif, partisipatif, dan mistagogis. Artikel ini menawarkan kerangka konseptual yang dapat digunakan oleh sekolah Kristen, gereja, lembaga pendidikan teologi, dan komunitas iman untuk merancang kurikulum yang mengintegrasikan doktrin, liturgi, pelayanan, refleksi, dan pembentukan karakter.
Kata kunci: pedagogi Kekristenan awal; katekese; mistagogi; Didache; liturgi; pendidikan berbasis iman; Christian education; systematic literature review
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