The Implementation of the Main Mandate and Wider Mandate Concepts in the Curriculum Design of (Future) State Christian University in Indonesia


  • Paul Lumbantobing Institut Agama Kristen Negeri Tarutung


main mandate, wider mandate, Christian liberal arts, curriculum, SCU (State Christian University)


The transformation of Christian State Religious Higher Education (SRHE) into State Christian University (SCU) should be able to answer various basic questions regarding their existence, governance and outcomes, thereby convincing various stakeholders that the existence of SCUs is indispensable in every era and will graduate alumni who have a significant impact on the progress of society, nation and state. The concept of the main mandate and wider mandate of the Indonesian Ministry of Religion can be elaborated, and operationalized by the leadership of Christian SRHE in responding to the challenges and expectations of stakeholders. The challenges and expectations for the existence of SCU can be met holistically through the management of vertical elements in the form of prayer, the Word of God, churches, sacraments, fellowship and ministry as well as the management of horizontal elements in the form of lecturer, curriculum, students, as well as soft and hard infrastructure of organization. This paper aims to answer these challenges through one element, namely the curriculum, by outlining the concept of curriculum design that synergizes Christian values and knowledge (as the main mandate) and other sciences (wider mandate). This article was developed through literature study and analysis and how to synergize various elements of higher education in a concept that underlies curriculum design that gives Christian SRHE and its graduates uniqueness. Based on the study and analysis of the literature, it is found that the main mandate and wider mandate concepts can be correlated with theological concepts in the form of special revelation, general revelation as well as gospel mandates and cultural mandates. In curriculum design, the main mandate can be represented by the development of the Christian Liberal Arts, and the wider mandate can be represented by the functional science due to study programs that will be opened at SCU.


ADB, World Economic Forum; “ASEAN 4.0: What Does the Fourth Industrial Revolution Mean for Regional Economic Integration?,” no. November (2017): 1–18.

Daniels, Denise, Henry Caleb, and Bradley Jensen Murg. “The Future of Christian Higher Education: A Political Economy Analysis.” Journal of Markets & Morality 22 (2019): 317–337.

Fung, Michael. “Navigating Technology Revolution and the Future of Work: SkillsFuture Movement,” 2019.

Humphreys, Debra. “Making the Case for Liberal Education” (2006).

Indonesia. Peraturan Pemerintah No. 46 Tahun 2019 Tentang Pendidikan Tinggi Keagamaan, 2019.

———. UU No 12 Tahun 2012 Tentang Pendidikan Tinggi, 2012.

Lowery, Kevin Twain. “The Means of Grace : Wesley ’ s Mediation between Naturalism and Mysticism” (2004).

Marsden George M. The Outrageous Idea of Christian Scholarship. Oxford University Press, 1998.

Masykhur, Anis. “JANGAN MELUPAKAN MAIN MANDATE!!” Last modified 2014.

Pentury, Thomas. “Seminar Transformasi IAKN Tarutung: Manjadi Untara Atau UKN,” 2021.

Poythress, Vern S. Redeeming Science: A God-Centered Approach, 2006.

Rafitrandi, Dandy. “2019 CSIS Global Dialogue Towards A Future-Ready Workforce : Assessment and Current Trends of Future Skills.” 1–4. CSIS, 2019.

Til, Cornelius Van. “Antitesis Dalam Pendidikan.” In Dasar Pendidikan Kristen, 3. Momentum, 2004.

World Economic Forum. “The Future of Jobs Report 2020 | World Economic Forum.” The Future of Jobs Report, no.

October (2020): 1163.

“Calvin Institute of Technology.” Accessed June 5, 2021.

“WHY CHRISTIAN EDUCATION AND THE LIBERAL ARTS?” Www.Churchandgospel.Com. Accessed September 7, 2021.