Internalizing Eco-Theological Values in Islamic Religious Education to Build Students' Environmental Awareness: A Study in Madrasahs in Cirebon Regency
DOI:
https://doi.org/10.63309/dialektika.v24i2.1153Keywords:
Ecological Consciousness, Education for Sustainable Developmen, Islamic Eco-Theology, Islamic Religious Education, Value Internalization.Abstract
This study is grounded in a relatively overlooked yet critical issue in religious education: the internalization of strong religious values does not automatically translate into actual ecological behavior. In the context of the global environmental crisis, this finding is both problematic and striking, as Islamic Religious Education (IRE) has long been assumed to foster comprehensive moral awareness. At the theoretical and policy levels, there remains a gap between the integration of spiritual values and the implementation of environmental education, indicating the need for a more holistic and contextual approach. This study aims to explore in depth the process of internalizing Islamic eco-theological values—tawhid, khalīfah, amanah, and mīzān—within Islamic Religious Education and their relationship to the development of students' ecological consciousness. Employing a qualitative multi-case study design, the research was conducted in three Islamic senior high schools (Madrasah Aliyah Negeri) in Cirebon Regency through in-depth interviews, participant observation, and document analysis. The data were analyzed thematically using the frameworks of transformative learning, social cognitive theory, and Islamic environmental ethics. The findings reveal that the internalization of eco-theological values is a complex and multidimensional process encompassing cognitive, affective, and conative dimensions that do not always develop in harmony. MAN 1 demonstrated the highest conceptual understanding (88%) but comparatively lower ecological behavior (68%); MAN 2 excelled in practical engagement (participation exceeding 80%) but exhibited lower consistency in ecological behavior (55%); while MAN 3 showed strong emotional attachment (74%) yet had not fully transformed this awareness into consistent action (62%). These findings highlight the existence of an attitude–behavior gap and confirm that effective value internalization does not depend on a single pedagogical approach but rather on the simultaneous integration of curriculum, experiential learning, and school culture. This study contributes by proposing an integrative-transformative pedagogical model grounded in Islamic eco-theology, employing cross-case analysis to generate analytical generalization, and positioning madrasah as a new locus within the global discourse on education for sustainable development. Nevertheless, limitations related to the local context, the non-longitudinal nature of the study, and the limited exploration of external influencing factors provide opportunities for broader and more in-depth future research. The study recommends educational policies that adaptively integrate cognitive, practical, and cultural dimensions to foster faith-based ecological citizenship.
Keywords: Ecological Consciousness, Education for Sustainable Developmen, Islamic Eco-Theology, Islamic Religious Education, Value Internalization.
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