Integration of Religious Moderation and Ecological Education from a Social Ecology Perspective
DOI:
https://doi.org/10.54069/attaqwa.v22i2.1158Keywords:
Religious moderation, ecological education, social ecology, Islamic educationAbstract
The global ecological crisis, characterized by climate change, environmental degradation, deforestation, water pollution, and biodiversity loss, has become a multidimensional issue that threatens the sustainability of human life. In Indonesia, the problem of environmental damage is increasingly complex due to population growth, industrialization, and low public ecological awareness. Various technical and regulatory policies have been implemented, but their impact has not fully transformed collective behavior. This situation demonstrates that the environmental crisis is not merely a technical issue, but also an ethical, cultural, and spiritual one. This study aims to analyze the integration of religious moderation and ecological education from a social ecology perspective in Islamic educational institutions in Indonesia. The study focuses on how the values of wasathiyah (wasatiyah), maqasid al-shariah (the principle of righteousness), and the responsibility of khalifah fil ardh (vicegerent) are internalized in the educational process to build sustainable ecological awareness and practices. The study employed a qualitative, descriptive-analytical design. The study population included educators, managers of Islamic educational institutions, school-based environmental activists, and students at Islamic boarding schools (pesantren). The sample was purposively selected, comprising 12 key informants from Islamic boarding schools and eco-mosques that integrate environmental education programs. The research instruments consisted of in-depth interviews, participant observation of learning activities, and analysis of curriculum documentation, teaching modules, and institutional policies. The research findings indicate that integrating religious moderation and ecological education strengthens the formation of environmentally conscious character, increases collective participation among school residents, and encourages the transformation of institutional culture toward environmentally friendly practices.
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