Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal EDUCARE: Journal of Primary Education Journal of Islamic Education Research
Mohammad Mu'tashim Billah
Al-Azhar University Cairo
Religion Humanities Education Social Sciences

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Ecotheology-based character education for primary students: A comparative analysis of Indonesia and Egypt Aminulloh Aminulloh; Khairul Umam; Achmad Fauzan Adimah; Fahrur Rozi; Mohammad Mu'tashim Billah
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v7i1.397

Abstract

The current threats of environmental degradation and climate change increasingly require the integration of moral, spiritual, and ecological perspectives into primary school curricula, particularly in Muslim-majority contexts. This study aims to analyze how ecotheology-based character and values education can be constructed for primary school students through a comparative perspective between Indonesia and Egypt. The study employed an asymmetrical qualitative comparative case study design, combining Participatory Action Research (PAR) in Indonesia, document analysis in Egypt, observation, interviews, reflective journals, documentation, and cross-case thematic analysis to formulate an educational model. The findings revealed three key points. First, ecotheological principles were implemented through different pedagogical approaches: Indonesia integrated the values of khalifah, amanah, and ihsan through experiential learning, whereas Egypt embedded them implicitly through the curriculum and teacher mediation. Second, both models positioned teachers as key actors; Indonesia emphasized participatory-contextual practices, while Egypt was more oriented toward the formal curriculum in shaping ecological character. Third, the framework can be transferred to other Muslim countries by integrating Islamic theology, experiential learning, teacher mediation, reflection, and community involvement to internalize ecological character. This study concludes that Indonesia’s participatory experience and Egypt’s curriculum-based approach need to be integrated with Islamic theology, critical reflection, teacher roles, and community engagement to internalize students’ ecological character authentically and sustainably. The study recommends strengthening the ecotheology curriculum through teacher training, experiential learning, value reflection, and community partnerships so that students’ ecological character can be internalized and contextually adapted in other Muslim countries in a sustainable manner.
Developing an Integrated Child-Friendly Pesantren Model: Bridging Indonesian and Egyptian Islamic Boarding Education Imron Fauzi; Aminulloh; Mohammad Mu'tashim Billah
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.573

Abstract

This study aims to develop an Integrated Child-Friendly Pesantren Model by examining how Indonesian local Islamic educational practices can be strengthened through dialogue with Egyptian Islamic educational traditions, particularly the Al-Azhar system. Employing a qualitative multiple-case-study design within an interpretivist paradigm, data were collected through participant observation, semi-structured interviews, and document analysis at Pesantren Nurul Qornain Sukowono and Pesantren Nurul Islam 1 Jember, East Java, Indonesia. The findings were interpreted through a comparative framework informed by educational principles associated with Al-Azhar institutions in Egypt and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal four interconnected components of child-friendly Islamic boarding education: preventive habituation, relational protection, meaningful participation, and Islamic moral governance. Preventive habituation promotes self-regulation through structured routines; relational protection ensures emotional safety through trust-based teacher–student relationships; meaningful participation strengthens belonging and social responsibility; and Islamic moral governance integrates adab, akhlaq, amanah, and rahmah into institutional leadership and educational management. The novelty of this study lies in the development of the Integrated Child-Friendly Pesantren Model, which extends the Child-Friendly School framework by synthesizing Indonesian pesantren traditions with comparative insights from Egyptian Islamic education. This study contributes a culturally grounded and internationally relevant framework for child protection, student well-being, character development, and value-based governance in contemporary Islamic boarding schools.
Co-Authors Achmad Fauzan Adimah Aminulloh Aminulloh, Aminulloh Fahrur Rozi Imron Fauzi Khairul Umam