Ecological Pedagogy in Islamic Education: The Role of Teachers in Fostering School-Wide Environmental Culture

Ria Astuti Safitri; Happy Susanto; Syarifan Nurjan

doi:10.59944/amorti.v5i2.2143

Authors

Ria Astuti Safitri Universitas Muhammadiyah Ponorogon, Indonesia
Happy Susanto Universitas Muhammadiyah Ponorogo, Indonesia
Syarifan Nurjan Universitas Muhammadiyah Ponorogo, Indonesia

DOI:

https://doi.org/10.59944/amorti.v5i2.2143

Keywords:

Ecological pedagogy, Eco-Islamic ethics, Environmental culture, Islamic Religious Education, Primary madrasah, School-wide habituation

Abstract

Integrating environmental consciousness into religious instruction remains a critical yet under-researched dimension of primary education. Grounded in ecological pedagogy, this qualitative case study investigates how Islamic Religious Education (IRE) teachers operationalize eco-Islamic ethics to cultivate an environmentally conscious culture in a rural primary madrasah (MIS Hidayatul Mubtadiin, Jambi, Indonesia). Data were gathered through extended participant observation, in-depth interviews with key stakeholders (IRE teachers, school principal, and students), and curriculum document analysis, processed using thematic analysis. The findings reveal that IRE teachers extend their traditional instructional boundary by assuming four dynamic roles as eco-pedagogues: transformative educators, ethical role models (uswah hasanah), environmental motivators, and structural facilitators. Rather than treating environmental protection as a standalone topic, teachers synthesize Quranic eco-theology with experiential school initiatives, including routine cleanliness habituations, community-based environmental actions, and structured eco-programs (Jum'at Bersih). This eco-religious integration significantly improves students' environmental stewardship and daily habituation, though sustained consistency requires stronger institutional policy enforcement. The study highlights the theoretical importance of eco-literacy embedded in religious pedagogy, offering a scalable model for primary madrasahs navigating environmental education in developing contexts

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