Objektivitas ilmu dan kebenaran teologis: tinjauan filsafat ilmu terhadap kurikulum pendidikan agama kristen (pak)
Abstract
Scientific objectivity and theological truth are fundamental issues in the philosophy of science that have significant implications for the development of the Christian Religious Education (CRE) curriculum. Scientific objectivity emphasizes rationality, accountable argumentation, openness to criticism, and systematic methods of knowledge acquisition. In contrast, theological truth is grounded in biblical interpretation, Christian faith traditions, theological reflection, and spiritual experience within the life of believers. These different epistemological foundations raise an important question concerning how the CRE curriculum can integrate scientific inquiry with theological convictions without disregarding the distinctive characteristics and integrity of each domain. This study aims to analyze the relationship between scientific objectivity and theological truth and to examine its implications for developing a CRE curriculum that is critical, reflective, contextual, and academically responsible. The research employs a qualitative approach using library research methods by examining literature on the philosophy of science, epistemology, Christian theology, Christian education, and curriculum development. The collected literature is analyzed through a descriptive-critical approach involving conceptual identification, comparison of epistemological perspectives, and synthesis of relevant arguments. The study seeks to demonstrate that scientific objectivity and theological truth should not necessarily be positioned as mutually exclusive domains but should instead be understood in relation to their respective sources of knowledge, methods of reasoning, and scopes of truth claims. Within the CRE curriculum, their integration can be realized through learning activities that encourage critical thinking, responsible biblical interpretation, academic dialogue, faith reflection, and the practical application of Christian values in everyday life. This approach requires educators to distinguish empirical claims from theological interpretations while fostering intellectual humility and respect for differing perspectives. Consequently, the CRE curriculum is expected to cultivate students who demonstrate mature faith, critical reasoning abilities, openness to dialogue, and ethical responsibility in responding to contemporary educational, social, and spiritual challenges.
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