ECO-JIHAD IN A LOVE-BASED CURRICULUM

CONSTRUCTING A QUR’ANIC FRAMEWORK FOR ECOLOGICAL ISLAMIC EDUCATION

Abstract

The ecological crisis requires Islamic education to move beyond knowledge transmission toward the development of theological awareness, affective care, and ecological responsibility expressed through concrete action. This study aims to construct the concept of eco-jihad within a Love-Based Curriculum from a Qur’anic perspective and to formulate its internalization mechanisms in Islamic education. It employs a qualitative library-research design. Primary data consist of Qur’anic verses related to khalīfah, amānah, mīzān, fasād, iṣlāḥ, and raḥmah. Secondary sources include Qur’anic exegeses by Hasbi Ash-Shiddieqy, Hamka, M. Quraish Shihab, Yunan Yusuf, and the Indonesian Ministry of Religious Affairs, alongside academic literature on Islamic ecotheology, environmental education, eco-pedagogy, and love-based curricula. The analysis proceeds through thematic identification of verses, comparative interpretation, mapping of ecological implications, and pedagogical synthesis. The findings conceptualize eco-jihad as a non-violent ethical-religious struggle to preserve the balance of creation, prevent environmental destruction, and undertake ecological restoration as an enactment of humanity’s stewardship. The Love-Based Curriculum functions as an affective-pedagogical framework connecting ecological responsibility with raḥmah, maḥabbah, empathy, and care. This integration is formulated into a five-layer model— theological, affective, curricular, praxis, and outcome orientation—and implemented through experiential learning, student habituation, educator role modeling, and community engagement. The model offers a conceptual and operational direction for ecological Islamic education; however, its effectiveness requires further empirical testing.