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All Journal IQRO: Journal of Islamic Education Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
Lalu Habiburrahman Habib
STKIP HAMZAR
Education Languange, Linguistic, Communication & Media Other

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Strengthening Fiqhul Bi'ah Character in Islamic Religious Education at Public Elementary Schools Lalu Habiburrahman Habib
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.11262

Abstract

ABSTRACT This study aims to examine and describe the efforts to strengthen fiqhul bi'ah (Islamic environmental jurisprudence) character in Islamic Religious Education (IRE) learning among 5th grade students at SDN 2 Sukadana Kecamatan Bayan Kabupaten Lombok Utara. The increasingly alarming ecological crisis demands a serious response from the world of education, including education based on Islamic values. Fiqhul bi'ah, as a branch of Islamic jurisprudence governing the relationship between humans and the environment, is highly relevant to be integrated into IRE learning at the elementary school level. The research employed a qualitative descriptive approach with data collected through observation, in-depth interviews, and document analysis. The results indicate that fiqhul bi'ah character strengthening among 5th graders at SDN 2 Sukadana Kecamatan Bayan Kabupaten Lombok Utara can be implemented through three main strategies: (1) integrating fiqhul bi'ah concepts into IRE materials based on the Merdeka Curriculum; (2) habituation of Islamic ecological behavior in daily school life; and (3) teacher exemplary conduct and parental involvement in building ecological piety. The strengthening of fiqhul bi'ah character has been proven effective in raising students' environmental awareness grounded in the values of tawhid, khalifatullah, and maqashid al-shari'ah. Keywords: fiqhul bi'ah; ecological character; Islamic religious education; maqashid al-shari'ah
From Global to Glocal Education: A Bibliometric Study on the Integration of Global Citizenship and Indigenous Culture in Learning Models Muhammad Rusli; Raden Roro Nanik Setyowati; Akhwani Akhwani; Lalu Habiburrahman; Nurul Aini
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4741

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Global education faces persistent challenges in balancing a cosmopolitan orientation with the preservation of local cultural identities. Although Global Citizenship Education (GCE) has developed rapidly, its epistemic integration with indigenous and local cultures in learning models remains fragmented and has not been systematically mapped. This study maps the global research landscape on the integration of GCE and indigenous cultures into learning models through bibliometric analysis. The research employed a Systematic Literature Review (SLR) combined with bibliometric analysis of 600 Scopus-indexed articles from 2010 to 2025, retrieved via Publish or Perish and analyzed using VOSviewer, following a four-phase PRISMA procedure with explicit inclusion and exclusion criteria to ensure transparency and reproducibility. The results reveal a significant increase in publications since 2016, peaking in the 2019-2021 period, followed by a phase of consolidation. Thematic structures are dominated by pedagogical aspects, educational actors, and institutional contexts, while exploration of indigenous cultures remains epistemically peripheral. Geographic analysis shows a pronounced concentration of publications from the Global North. Keyword network analysis indicates a shift from normative discourse toward a more implementation-oriented focus. The findings confirm a structural gap between the intensity of GCE scholarship and the epistemic integration of local cultures. The novelty of this research lies in its comprehensive quantitative mapping that operationalizes glocalization theory within a bibliometric framework, providing an empirical foundation for developing more contextual, equitable, and inclusive glocal learning models. Future research is recommended to pursue qualitative, community-based, and co-creation approaches that operationalize these findings into indigenous-informed pedagogical frameworks.
Co-Authors Akhwani Akhwani, Akhwani Muhammad Rusli Nurul Aini Raden Roro Nanik Setyowati