<![CDATA[Sejarah gereja lokal selama ini lebih banyak dipahami sebagai bagian dari historiografi yang mendokumentasikan perkembangan gereja, tokoh, dan peristiwa masa lalu, sehingga potensinya sebagai sumber pembelajaran Pendidikan Agama Kristen (PAK) belum banyak dikembangkan secara konseptual. Penelitian ini bertujuan menganalisis pemaknaan sejarah gereja lokal sebagai Living Curriculum melalui dialog Historical Consciousness, Curriculum-as-Lived, dan Shared Christian Praxis. Penelitian menggunakan analisis konseptual berbasis literatur dengan pendekatan analisis isi kualitatif. Literatur dipilih berdasarkan relevansi substantif terhadap konstruk penelitian dan dianalisis melalui tahap identifikasi, kategorisasi, interpretasi, dan sintesis. Hasil penelitian menunjukkan bahwa Historical Consciousness memberikan landasan pemaknaan hubungan masa lalu, masa kini, dan masa depan; Curriculum-as-Lived menjelaskan pengalaman historis sebagai pengalaman belajar yang dihidupi; sedangkan Shared Christian Praxis mengarahkan pengalaman tersebut pada refleksi iman dan praksis kontekstual. Sintesis ketiga perspektif tersebut menghasilkan “Historipa” sebagai kerangka konseptual yang menjelaskan transformasi sejarah gereja lokal dari memori historis menjadi pengalaman kurikuler yang dihidupi, direfleksikan dalam terang iman Kristen, dan diwujudkan dalam praksis. Penelitian ini menegaskan bahwa sejarah gereja lokal dapat berfungsi sebagai Living Curriculum dalam PAK melalui integrasi pemaknaan historis, pengalaman kurikuler, refleksi iman, dan praksis kontekstual.Local church history has often been approached primarily as a form of historiography that documents past events, significant figures, and institutional development. Consequently, its potential as a meaningful resource for Christian Religious Education (CRE) has received limited conceptual attention. This study examines how local church history can be understood as a Living Curriculum through a dialogue among Historical Consciousness, Curriculum-as-Lived, and Shared Christian Praxis. The methodology employs a literature-based conceptual analysis using qualitative content analysis. Relevant literature was selected based on its substantive contribution to the core constructs and analyzed through identification, categorization, interpretation, and conceptual synthesis. The findings indicate that Historical Consciousness provides a basis for interpreting the relationship between the past, present, and future; Curriculum-as-Lived frames historical experience as lived learning; and Shared Christian Praxis connects such experience with Christian reflection and contextual action. The synthesis of these perspectives results in “Historipa”, a conceptual framework explaining how local church history moves from historical memory to lived curricular experience, theological reflection, and contextual praxis. The study concludes that local church history functions effectively as a Living Curriculum in CRE when historical meaning, lived experience, faith reflection, and contextual action are fully integrated.]]>
