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Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum Redho Syam, Aldo; Alwi Yusron, Moh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6170

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.

Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum Redho Syam, Aldo; Alwi Yusron, Moh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6170

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.

Gontor Putri Education: A Model for Character Formation of Prospective Students Salmi, Mafaza; Yusron, Moh Alwi; El-Fani, Aisya Rahma
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1280

The development of moral character is a very important element in Islamic education, especially in Islamic boarding schools. This research focuses on the importance of moral development for the younger generation facing the challenges of globalization, where ethical values are often overlooked. Pondok Modern Darussalam Gontor Putri Campus 2 implements a character education and learning system to shape the personality of students, including for prospective new students in the 2025–2026 school year. This research was conducted to understand the education and learning process at Gontor Putri Campus 2 in shaping the character of morals for prospective students. The method used in this study is qualitative with a study design in the field. The subjects of this study are students who have the potential to become students at Gontor Putri Campus 2 for the 2025–2026 school year. Data was obtained through observation, interviews, and document collection, then analyzed using data grouping methods, data presentation, and specific facts identified at the location. The results of the study show that an education system that combines intracurricular, extracurricular, and daily habits plays an important role in the development of moral character for prospective students. Habituation of discipline, strengthening of religious values, and example provided by teachers and seniors are important factors that support this process. The implications of this study show that it is very important for the younger generation to have a solid moral foundation in facing the various challenges of the times.

The Analysis of Experiential Learning Method of Dale's Cone Experience Model in Improving the Effectiveness of Arabic Language Learning Cecep Sobar Rochmat Cecep; Amalia Nur Afasa Amalia; Abdul Hafidz bin Zaid Abdul Hafidz; Moh Alwi Yusron Alwi; Sania Karimah Liputo Sania
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 1 (2024): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i1.30823

This study purposed to analyze the effectiveness of the Arabic language learning model based on Edgar Dale's cone of experience theory. The method used library research by taking books, journals, and documents. The result of this research is that Arabic language learning with an experiential learning model, according to Edgar Dale's cone of experience, is effective learning and can help to develop Arabic language learning that is focused and empowers students to master it. Learning Arabic through this model is also very effective for teaching Arabic as a means of communication. Experiential learning and Edgar Dale's cone of experience theory have a strong fit in the context of Arabic language learning. Dale's cone of experience theory illustrates different levels of student participation and involvement in learning, ranging from concrete experience to abstract conceptualization. According to Dale, direct and interactive experiences promote more effective learning, which is consistent with the experiential learning approach. In experiential Arabic learning, students engage in direct experience by speaking, listening, reading and writing in Arabic, which is the first step in the cone of experience.

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