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All Journal at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Edu Journal Innovation in Learning and Education Istifkar: Media Transformasi Pendidikan
Tyas Ayu Farah Dina
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Education Other

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Peran Pendidikan Agama Islam Dalam Menghadapi Krisis Ekologi dan Menumbuhkan Kesadaran Iman Terhadap Alam Tyas Ayu Farah Dina; Anjani Dzikry Ilahana; Safira Tsaniyatur Rohaimi; Much. Febri Ardiyanto; Widodo Hami
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.326

Abstract

Krisis ekologis yang semakin meningkat pada era modern tidak hanya menunjukkan kerusakan fisik lingkungan, tetapi juga mencerminkan krisis moral dan spiritual dalam cara manusia memandang relasi antara dirinya, alam, dan Tuhan. Fenomena seperti perubahan iklim, pencemaran lingkungan, eksploitasi sumber daya alam, serta meningkatnya bencana ekologis menunjukkan lemahnya kesadaran etis dan keimanan dalam pengelolaan alam. Penelitian ini bertujuan untuk menganalisis peran Pendidikan Agama Islam dalam menghadapi krisis ekologi serta menumbuhkan kesadaran iman terhadap alam sebagai bagian dari tanggung jawab keagamaan manusia. Penelitian ini menggunakan metode studi pustaka dengan pendekatan kualitatif-deskriptif melalui analisis terhadap berbagai sumber literatur, meliputi buku, artikel jurnal, dan kajian akademik yang relevan dengan ekoteologi Islam. Hasil penelitian menunjukkan bahwa Islam menyediakan landasan etika lingkungan yang kuat dan komprehensif melalui konsep tauhid, khalifah, amanah, keseimbangan (mīzān), serta larangan fasād yang menegaskan kewajiban manusia untuk menjaga kelestarian alam. Pendidikan Agama Islam memiliki peran strategis dalam menginternalisasikan nilai-nilai tersebut melalui integrasi materi pembelajaran, pembiasaan akhlak ramah lingkungan, keteladanan guru, serta penguatan spiritualitas peserta didik melalui refleksi terhadap ayat-ayat kauniyah. Penelitian ini menegaskan bahwa Pendidikan Agama Islam mampu menumbuhkan kesadaran iman ekologis yang komprehensif, mencakup dimensi pengetahuan, kesadaran moral, dan tindakan nyata dalam menjaga lingkungan sebagai bentuk ibadah dan tanggung jawab keimanan. Kajian ini merekomendasikan pengembangan kurikulum Pendidikan Agama Islam berbasis ekoteologi, penguatan kompetensi guru dalam pendidikan lingkungan, serta penelitian lanjutan yang menelaah implementasi pembelajaran ekologis berbasis keimanan di berbagai jenjang pendidikan.
Peran Pendidikan Agama Islam Dalam Menghadapi Krisis Ekologi dan Menumbuhkan Kesadaran Iman Terhadap Alam Tyas Ayu Farah Dina; Anjani Dzikry Ilahana; Safira Tsaniyatur Rohaimi; Much. Febri Ardiyanto; Widodo Hami
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.326

Abstract

Krisis ekologis yang semakin meningkat pada era modern tidak hanya menunjukkan kerusakan fisik lingkungan, tetapi juga mencerminkan krisis moral dan spiritual dalam cara manusia memandang relasi antara dirinya, alam, dan Tuhan. Fenomena seperti perubahan iklim, pencemaran lingkungan, eksploitasi sumber daya alam, serta meningkatnya bencana ekologis menunjukkan lemahnya kesadaran etis dan keimanan dalam pengelolaan alam. Penelitian ini bertujuan untuk menganalisis peran Pendidikan Agama Islam dalam menghadapi krisis ekologi serta menumbuhkan kesadaran iman terhadap alam sebagai bagian dari tanggung jawab keagamaan manusia. Penelitian ini menggunakan metode studi pustaka dengan pendekatan kualitatif-deskriptif melalui analisis terhadap berbagai sumber literatur, meliputi buku, artikel jurnal, dan kajian akademik yang relevan dengan ekoteologi Islam. Hasil penelitian menunjukkan bahwa Islam menyediakan landasan etika lingkungan yang kuat dan komprehensif melalui konsep tauhid, khalifah, amanah, keseimbangan (mīzān), serta larangan fasād yang menegaskan kewajiban manusia untuk menjaga kelestarian alam. Pendidikan Agama Islam memiliki peran strategis dalam menginternalisasikan nilai-nilai tersebut melalui integrasi materi pembelajaran, pembiasaan akhlak ramah lingkungan, keteladanan guru, serta penguatan spiritualitas peserta didik melalui refleksi terhadap ayat-ayat kauniyah. Penelitian ini menegaskan bahwa Pendidikan Agama Islam mampu menumbuhkan kesadaran iman ekologis yang komprehensif, mencakup dimensi pengetahuan, kesadaran moral, dan tindakan nyata dalam menjaga lingkungan sebagai bentuk ibadah dan tanggung jawab keimanan. Kajian ini merekomendasikan pengembangan kurikulum Pendidikan Agama Islam berbasis ekoteologi, penguatan kompetensi guru dalam pendidikan lingkungan, serta penelitian lanjutan yang menelaah implementasi pembelajaran ekologis berbasis keimanan di berbagai jenjang pendidikan.
Strengthening Students' Character through the Curriculum of Love in Islamic Religious Education Tyas Ayu Farah Dina; Hany Lidya Putri; Nanang Ilham Fatih; Muntaqo Fadli; Rodianto
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16855

Abstract

This study is motivated by the increasing character crisis among students in the modern era, which is reflected in bullying, intolerance, declining social empathy, and moral degradation within educational environments. These conditions indicate that Islamic Religious Education (PAI) has not fully succeeded in developing students’ affective, moral, social, and spiritual dimensions because learning practices still tend to emphasize cognitive achievement. Therefore, this study aims to analyze the concept of the Curriculum of Love in education, examine character strengthening from the perspective of Islamic education, and describe its implementation in Islamic Religious Education learning. This study employed a qualitative approach with a library research design. Data were collected from books, scientific articles, policy documents, and relevant literature related to the Curriculum of Love, character education, and Islamic Religious Education. The data were analyzed using the Miles and Huberman model, including data condensation, data display, and conclusion drawing, while source triangulation was used to ensure data validity. The findings reveal that the Curriculum of Love strengthens students’ character through four core values, namely compassion, empathy, tolerance, and social responsibility, which are implemented through humanistic learning relationships, teacher role modelling, value habituation, parental collaboration, and meaningful learning environments. The study also found that the integration of peace-oriented educational media and digital pedagogical innovation supports the internalization of Islamic values and the development of respectful, disciplined, and socially responsible behavior among students. This study concludes that the Curriculum of Love offers a relevant and transformative approach for strengthening students’ character in Islamic Religious Education by balancing cognitive, affective, spiritual, and social dimensions. The findings imply that Islamic Religious Education teachers need to develop more humanistic, compassionate, and value-oriented learning practices to address contemporary character crises among students. Keywords: Curriculum of Love; Character Education; Islamic Religious Education.
Internalisasi Nilai Akhlak Islam dalam Etika Interaksi Digital Guru dan Peserta Didik: Sebuah Kajian Literatur Tyas Ayu Farah Dina; M. Fahmy Fredyansyah Maulana; Azzakiya Aufa Shalina; Nur Khasanah
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3002

Abstract

The transformation of digital-based learning has changed the pattern of interaction between teachers and students from face-to-face communication to technology-mediated communication. This transformation has introduced various ethical challenges, including declining communication politeness, the spread of unverified information, and a lack of responsibility in the use of digital media. This study aims to formulate a conceptual framework for the internalization of Islamic moral values as a foundation for ethical digital interactions between teachers and students from the perspective of Islamic Religious Education. The study employed a qualitative approach using a library research method. Data were obtained from secondary sources, including books, scholarly journal articles, conference proceedings, and academic documents relevant to digital ethics, learning interactions, and Islamic moral values. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and conclusion drawing, and was further strengthened through content analysis to identify patterns and relationships among concepts. The findings indicate that the values of adab (proper conduct), amanah (trustworthiness), and tabayyun (verification) serve as the primary foundations of ethical digital interaction in education. The internalization of these values takes place through the stages of value transformation, value transaction, and transinternalization, supported by teachers’ roles as role models, facilitators, mentors, and motivators. This study proposes a conceptual framework for the internalization of Islamic moral values that can serve as a basis for strengthening digital ethics in Islamic Religious Education learning in the digital era.
Co-Authors Anjani Dzikry Ilahana Azzakiya Aufa Shalina Hany Lidya Putri M. Fahmy Fredyansyah Maulana Much. Febri Ardiyanto Muntaqo Fadli Nanang Ilham Fatih Nur Khasanah Rodianto Safira Tsaniyatur Rohaimi Widodo Hami