INTEGRATING ECOLOGICAL TAWḤĪD VALUES INTO ISLAMIC RELIGIOUS EDUCATION CURRICULUM MANAGEMENT

IMPLICATIONS FOR ISLAMIC EDUCATIONAL EPISTEMOLOGY

Abstract

This study examines the integration of ecological tawḥīd values into the management of the Islamic Religious Education (PAI) curriculum at Daarul Falah Madrasah Aliyah, Serang Regency, Indonesia. Using a qualitative case study design, data were collected through interviews, observations, document analysis, and supporting student perception questionnaires. The study aimed to explore how ecological tawḥīd values are incorporated into curriculum planning, implementation, and evaluation, as well as their implications for Islamic educational epistemology. The findings indicate that ecological tawḥīd values have been integrated into various aspects of curriculum management. Document analysis showed that approximately 75% of teaching modules incorporated environmental themes and āyāt kauniyyah, while around 80% of annual school programs included ecological activities. Classroom observations further suggested that environmental themes were integrated into approximately 75% of observed learning sessions through contextual and project-based approaches. In addition, questionnaire data indicated that 81% of students reported that the learning activities helped them better understand the relationship between tawḥīd and ecological responsibility. The study suggests that the integration of ecological tawḥīd values contributes to strengthening students’ religious-ecological awareness and supports a more integrative approach to Islamic education that connects theological principles with contemporary environmental challenges. These findings contribute to discussions on Islamic educational epistemology by illustrating how ecological values can be incorporated into curriculum management practices in Islamic educational institutions.