The Development of Learning Content of Islamic Religious Education (IRE) Courses on Environmental Conservation in Higher Education

Fakhruddin, Agus; Suryadi, Ace; Nurdin, Encep Syarief

doi:10.1088/1755-1315/145/1/012125

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…The values in Islamic teachings such as the prohibition of destroying the earth and its contents are in line with the concepts of conservation, ecology, and environmental science (Saniotis, 2012). Many verses in the Qur'an emphasize the use of natural resources, natural damage, and the ethical values of Islamic teachings to protect nature from damage (Fakhruddin et al, 2018). Through the use of appropriate strategies, for example, by integrating religious values, conservation education will be meaningful and form a generation of religious conservationists.…”

Section: Learning Methods For Religious Conservation Educationmentioning

confidence: 95%

Conservation education with religious values: A literature review

Maknun,

Muzzaki,

Aripin

et al. 2024

mangiferaedu

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Environmental education and conservation education play crucial roles in cultivating an environmentally subject and conservation society. The purpose of this research was to describe the implementation of religiously charged conservation education and various learning methods that can be used in conservation education. This study focused on the implementation of religiously charged conservation education and exploring diverse learning methods applicable to conservation education. The literature study method is used to analyze various reference sources and synthesize them into an idea that is contextual to the relevant issue. The results of the literature review found that integrating religious value-charged conservation education can be one of the solutions to build awareness and concern for environmental sustainability. Religious values can be the individual spirit in instilling a positive attitude toward the environment so that it will build the spirit of religious conservationists. The planning of a conservation education program can generally be divided into three stages: the preparation, implementation, and evaluation stages of the program. For a Formal education setting, learning methods such as mini research, JAS, PjBL, and Field trips can be chosen as learning methods for conservation education effectively. In a non-formal education context, alternatives like extension, socialization, integration of local culture, and the like can be chosen as options for promoting conservation education.

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Section: Learning Methods For Religious Conservation Educationmentioning

confidence: 95%

Conservation education with religious values: A literature review

Maknun,

Muzzaki,

Aripin

et al. 2024

mangiferaedu

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“…In this case the eighth point of Nawacita is the revolution of the nation's character and the mental revolution movement in education which wants to encourage all stakeholders to make a paradigm shift, namely a change in mindset and ways of acting in managing educational institutions. For this reason, the movement to strengthen character education places character values as the deepest dimension of education that cultivates and enhances the civilization of educational actors (Fakhruddin, 2018).…”

Section: Strengthening Character Educationmentioning

confidence: 99%

The Implementation of Character Education in Madrasah

Mappaenre,

Hasanah,

Samsul Arifin

et al. 2023

AJPGMI

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This paper aims to describe the strengthening of character education in madrasas. Character education is an essential theme in efforts to overcome social problems that often plague this nation. Character education is an alternative solution considered the most appropriate and must be applied in everyday life, including in madrasas. Madrasahs are seen as an influential place in efforts to form a child's positive personality after the family. Strengthening character education is a process of forming, transmitting, transforming and developing students' abilities to think, behave, and behave according to Pancasila values. Character education in madrasas has the function of selecting and sorting Indonesian culture and foreign cultures that are more civilized and respectable. As a manifestation of the National Movement for Mental Revolution (GNRM), namely changing patterns of thinking (mindset), attitude, and better behavior, religious, nationalist, independent, mutual cooperation and high integrity we must instill it through strengthening character education, especially in madrasas so that all students know, understand, and apply to all aspects of life whenever and wherever they are. All of this can be realized if all stakeholders are involved in overseeing, running, supervising and evaluating all of these processes so that it becomes a positive culture in madrasas.

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“…Analysis of Islamic education curriculum in the perspective of the educational environment (Wakhidah & Erman, 2022) and ecoeducation ini pesantren (Masitoh & Rasyid, 2022). Second, writing the philosophy of Islamic education by exploring the doctrine of al-Qur'an related to environmental conservation (Fakhruddin, 2018). The philosophy of integrating science and religion according to Amin Abdullah in the face of globalization (Subakir, 2020).…”

Section: Introductionmentioning

confidence: 99%

Foundation of Islamic Education Curriculum (Study of Q.S. Al-‘Alaq 1-5) Perspective of Transcendental Structuralism

Subakat,

Harahap

2022

At-Turats

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The researcher's academic anxiety sees the problem of lagging in Islamic education because the curriculum foundation is not strong. The existence of a long debate regarding the form of Islamic education curriculum demonstrates the confusion about the basic structure or foundation. Philosophically, Q.S. al-‘Alaq 1-5 contains the message of the basic values of Islamic education. The theoretical claim in this paper is Q.S. al-‘Alaq 1-5 which is elaborated on the theory of transcendental structuralism that produces the basic concepts of the Islamic education curriculum. Implicitly, this study can be used as a theoretical framework to analyze the problems of the Islamic education curriculum in general. This study aims to explain the relationship between Q.S. al-‘Alaq 1-5 with the foundation of the Islamic education curriculum. The results of this study indicate that based on Q.S. al-‘Alaq 1-5, the foundation of the Islamic education curriculum consists of epistemology as a way of thinking, world view as a view of world, and ideology as a value order oriented to the integration of spiritualawareness, rationality awareness, ethical awareness, technological awareness and awareness of social transformation. The novelty of this paper is found in the analysis of transcendental structuralism of the verses of the Qur'an which produces the theory of Islamic education. This research can be said as the theorizing of the Qur’an or the science of Islam.

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The Development of Learning Content of Islamic Religious Education (IRE) Courses on Environmental Conservation in Higher Education

Cited by 9 publications

References 7 publications

Conservation education with religious values: A literature review

Conservation education with religious values: A literature review

The Implementation of Character Education in Madrasah

Foundation of Islamic Education Curriculum (Study of Q.S. Al-‘Alaq 1-5) Perspective of Transcendental Structuralism

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