Formulation of Islamic Religious Education Learning Practice Model Based on Eco Theology and Green Pedagogy

Abstrak

The global environmental crisis has encouraged the need for educational approaches that integrate ecological awareness and spiritual values in the learning process. This study aims to analyze the representation of Green Pedagogy in learning practices, the acculturation of Eco-Theology values in education, and the integrative formulation of both approaches in Islamic education. This research employed a qualitative approach using library research methods. Data were collected from books, scientific journals, and relevant literature related to environmental education, Green Pedagogy, and Eco-Theology, then analyzed descriptively through content analysis techniques. The results indicate that Green Pedagogy emphasizes contextual and experiential learning to foster ecological awareness, while Eco-Theology strengthens students' moral and spiritual responsibility toward environmental preservation. The integration of these approaches results in a holistic learning model consisting of ecological awareness, theological reflection, experiential environmental action, and character reinforcement based on Islamic values within the learning process. This study concludes that the integration of Green Pedagogy and Eco-Theology provides an innovative framework for Islamic Religious Education by strengthening students' ecological awareness, spiritual responsibility, and environmentally sustainable behavior.