<![CDATA[Environmental problems require an educational approach that not only develops ecological knowledge but also fosters spiritual awareness and moral responsibility. This article aims to analyze the internalization of Islamic theological and moral values in Aqidah Akhlak (Islamic Creed and Morality) learning to foster environmental conservation behavior. This study employs a qualitative approach using descriptive-analytical library research. Data were collected through a review of relevant books and scientific articles and analyzed using thematic content analysis and conceptual synthesis. The findings indicate that the values of tawhid (monotheism), khalifah (stewardship), amanah (trust and responsibility), gratitude, balance (mizan), responsibility, and the prohibitions against environmental destruction (fasad fil-ardh) and excessive consumption (israf) provide theological and moral foundations for environmental conservation. The internalization of these values can be conceptualized through three stages: understanding, appreciation, and application, supported by contextual learning materials, teacher role modeling, habituation, discussion, and direct practice. These values can be reflected in maintaining cleanliness, conserving resources, protecting living organisms, and promoting shared responsibility. The novelty of this study lies in developing a conceptual framework that connects Islamic values, learning processes, and indicators of environmental conservation behavior. This study provides a foundation for developing Aqidah Akhlak learning that integrates faith, moral development, and ecological responsibility. However, the effectiveness of this framework requires further empirical investigation.]]>
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