Eco-Islamic Pedagogy: A Case Study of the Integration of Ecological Values in Islamic Religious Education Learning at Adiwiyata Schools

Abstract

This study aims to examine the integration of ecological values within Islamic Religious Education learning at Adiwiyata schools, focusing on how eco-Islamic pedagogy is conceptualized, implemented, and internalized by teachers and students. The research employed a qualitative case study approach, with data collected through in-depth interviews, classroom observations, and documentation analysis, which were then analyzed using thematic analysis to identify patterns of ecological value integration within religious instruction. The findings reveal that Islamic Religious Education teachers integrate ecological values by linking Qur'anic and Hadith teachings on environmental stewardship (khalifah fil ardh) with practical school-based environmental programs, fostering students' ecological awareness, responsibility, and pro-environmental behavior through contextualized religious instruction. Moreover, the integration process was supported by collaborative school culture, adaptive curriculum design, and experiential learning activities embedded in the Adiwiyata program. These findings imply that eco-Islamic pedagogy offers an effective model for cultivating environmentally conscious character grounded in religious values, suggesting its potential adoption in broader Islamic education curricula to strengthen ecological literacy alongside spiritual development among students.