Based on this research, this paper sought to showcase the work of the zero curriculum in light of the rapid curriculum changes in Indonesia. Christian education has not been an exception to the curriculum changes over time. The curriculum and learning strategies for Christian Religious Education remain at the stage of compartmentalizing the curriculum for children, youth, adults, and the elderly. According to researcher, Null Curriculum becomes a counterweight when the null curriculum becomes implicit in homes, churches and schools. It attempts to be honest with the existence, culture, religion, customs of each learner and the locality of school, church and home. Null curriculum represents something of paradox in the midst of the onslaught of curriculum shifts. Curriculum paradoxes become crucial by incorporating procedures such as critical analysis, art and drama as interludes in the formal curriculum, such as the current curriculum development in Indonesia known as the independent curriculum. Research conducted in this study is categorized as qualitative research through a literature review, using secondary sources from a variety of recent journals that bring together Christian religious education, null curriculum, learning strategies and the dialectics of curriculum in Indonesia. Results showed that null curriculum at home, school and church levels ought to be reconsidered by curriculum users and beneficiaries as part of null curriculum participation in terms of content, flow of change and inclusiveness. Null curriculum as an ongoing curriculum through curriculum transformation in the midst of ignoring the urgency of the dimensions of Christian orthodoxy as finalities that get responses, responses and criticisms when encountering learning strategies in learning spaces.
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