Reconstructing Eco-Theology in Islamic Education: Transforming Ecological Values into Students' Ecological Habitus


Authors

(1)  Ahmad Taufiki   (Nurul Jadid University Postgraduate, Probolinggo, Indonesia)  
        Indonesia
(2) * Wanda Faris Wahyudi   (Nurul Jadid University Postgraduate, Probolinggo, Indonesia)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to describe, analyze, and reconstruct a transformative model of eco-theology in Islamic Religious Education (PAI) learning towards the formation of students' ecological habitus at Nurul Jadid Islamic Junior High School, Paiton, Probolinggo. Employing a qualitative approach with a case study design, this research was conducted from April to Juny 2026 at Nurul Jadid Islamic Boarding School Paiton. Data were collected through participant observation, in-depth interviews with 9 informants (head of madrasah, vice principal for curriculum, PAI teachers, educational staff, and students) selected via snowball sampling until data saturation, and documentation of institutional policies, syllabi, lesson plans, and environmental programs. Data analysis used the Miles, Huberman, and Saldana interactive model (data condensation, data display, conclusion drawing/verification) with source and method triangulation, member check, and prolonged engagement to ensure trustworthiness. Findings reveal that transformation occurs through three interrelated pathways that reconstruct eco-theology into pedagogical praxis: (1) Curricular Integration Pathway – ecological values (khalifah fi al-ardh, amanah, mizan, prohibition of fasad, hubb al-bi'ah) are integrated implicitly through PAI themes (thaharah, shodaqoh, amanah, social responsibility) but remain fragmented, contextual, and dependent on teacher initiative, lacking explicit formulation in syllabus and lesson plans; (2) Pedagogical-Experiential Pathway – internalization through contextual material and project-based ecological learning (tree planting, waste management, green learning space) as experiential learning that bridges normative doctrine with ecological praxis, yet remains partial and incidental; (3) Institutional-Cultural Pathway – Green Madrasah program and ecological posters as hidden curriculum and cultural arena (Bourdieu) forming ecological habitus through habituation, exemplary (uswah hasanah), and visual culture.



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