Developing a Religious Ecopedagogy Prototype for Islamic Religious Education in Muna Regency

Abstract

This study develops an initial prototype of the Religious Ecopedagogy Model for Islamic Religious Education (ER-PAI) to support environmentally responsible character among senior high school students in Muna Regency. The study employed an educational research and development approach focused on preliminary investigation and prototype development. Data were collected from nine purposively selected schools drawn from twenty-four senior high schools between January and May 2025. Participants in the needs analysis comprised school leaders, twenty Islamic Religious Education teachers, and one hundred students; three experts in Islamic Religious Education content, environmental education, and instructional design contributed formative design consultation. Observation, semi-structured interviews, student group discussions, and document analysis were used to identify design requirements. The prototype integrates five components: Qur'anic foundations, participatory learning, spiritual-ecological reflection, concrete ecological action, and ecological character assessment. Its six-stage syntax consists of spiritual orientation, environmental exploration, reflection on Islamic values, spiritual-ecological reflection, ecological action, and continuing evaluation. The model's scientific contribution lies in translating contextual, participatory, reflective, action-oriented, and authentic-assessment principles of ecopedagogy into Islamic Religious Education practices grounded in khalifah fi al-ardh, amanah, mizan, islah, ihsan, and the prohibition of fasad. Formal expert validation, practicality testing, and effectiveness testing have not yet been completed; therefore, the findings are limited to needs-based design characteristics and the prototype's conceptual contribution.