Pendidikan Kristen dan Adaptasi Budaya: Tinjauan Sistematis terhadap Strategi Pedagogis dalam Konteks Sosio-Religius Unik Bali

This study examines the implementation of Christian Religious Education (CRE) in Bali through a systematic literature review approach. Analysis of 32 selected documents (policies, reports, and academic works from 2013-2023) reveals that 78% of Christian educational institutions have adapted local cultural elements, particularly Balinese language (62%), traditional arts (45%), and Tri Hita Karana values (58%). However, only 40% of schools have formal CRE curricula based on local wisdom, with main constraints being teacher competency gaps (68%) and teaching material limitations (55%). The research method follows PRISMA protocol through three stages: (1) document identification in Google Scholar, Scopus, Garuda, and church archives; (2) selection based on inclusion criteria; (3) content analysis using Krippendorff's approach. Findings identify three effective adaptation models: value integration, arts-based approach, and interfaith dialogue, despite theological challenges regarding contextualization boundaries. Theoretical implications enrich Banks' multicultural education model with a specific framework for religious minorities. Practically, recommendations include developing technical guidelines for Balinese CRE, culture-based teacher training, and local material development. Study limitations include uneven document coverage and absence of direct observation data. This research highlights the urgency of developing CRE models that simultaneously maintain theological integrity while responding to Bali's unique socio-cultural context. Penelitian ini mengkaji implementasi Pendidikan Agama Kristen (PAK) di Bali melalui pendekatan studi literatur sistematis. Analisis terhadap 32 dokumen terpilih (kebijakan, laporan, dan karya akademik 2013-2023) mengungkap bahwa 78% institusi pendidikan Kristen telah mengadaptasi unsur budaya lokal, terutama bahasa Bali (62%), seni tradisional (45%), dan nilai Tri Hita Karana (58%). Namun, hanya 40% sekolah yang memiliki kurikulum PAK tersurat berbasis kearifan lokal, dengan kendala utama pada keterbatasan kompetensi guru (68%) dan bahan ajar (55%). Metode penelitian mengikuti protokol atau prosedur PRISMA melalui tiga tahap: pertama, identifikasi dokumen di Google Scholar, Scopus, Garuda, dan arsip gereja; kedua, seleksi berdasarkan kriteria inklusi; ketiga, analisis konten dengan pendekatan Krippendorff. Temuan menunjukkan tiga model adaptasi efektif: integrasi nilai, pendekatan seni-budaya, dan dialog lintas agama, meskipun menghadapi tantangan teologis terkait batasan kontekstualisasi. Implikasi teoretis penelitian ini memperkaya model pendidikan multikultural Banks dengan kerangka spesifik untuk minoritas agama. Secara praktis, diajukan rekomendasi penyusunan panduan teknis PAK Bali, pelatihan guru berbasis budaya, dan pengembangan materi lokal. Keterbatasan penelitian mencakup cakupan dokumen yang tidak merata dan ketiadaan data observasi langsung. Studi ini menyoroti urgensi pengembangan model PAK yang secara simultan menjaga integritas teologis sekaligus merespons konteks sosio-kultural Bali yang unik.