Tinuk Strategi Pelestarian Nilai-nilai Ekologis melalui Permainan Tradisional Berbasis Ekoteologi

Tinuk Suparti (Universitas Uluwiyah Mojokerto)
Moh. Mustaqim (Universitas Uluwiyah Mojokerto)

KIDDO: Jurnal pendidikan Islam Anak Usia Dini
Vol. 7 No. 2 (2026): In Progress

The ecological crisis necessitates an educational approach that integrates culture, the environment, and spirituality to foster ecological awareness from an early age. While traditional games are widely utilized as a medium for character education and cultural preservation, research regarding their role in transmitting ecological values based on ecotheology remains limited, particularly within early childhood education. This study aims to identify ecological values within traditional games, analyze the process of their internalization through an ecotheological perspective, and formulate strategies for their preservation. The study employs a qualitative approach with a case study design conducted at RA Annabawiyah in Pecalukan, Prigen, Pasuruan. Data were gathered through participant observation, in-depth interviews, and documentation, involving the school principal, teachers, parents, cultural figures, religious leaders, and children. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldaña, with validity reinforced through source and technique triangulation. The findings indicate that traditional games embody values of harmony with nature, environmental responsibility, communal cooperation, simplicity, and sustainability. These values are internalized through imitation, habituation, and social reflection. From an ecotheological perspective, traditional games contribute to strengthening ecological spirituality by fostering awareness of the interconnectedness between humans, nature, and the Divine. The study yields an integrative ecotheology-based conceptual model that combines traditional games, ecological values, and environmental humanities within early childhood education; traditional games serve as a mechanism for transmitting ecological values through ecological spirituality, thereby establishing a new conceptual framework for sustainable early childhood education. The implications of this research contribute to the development of an early childhood education model based on ecological culture and spirituality.