Analisis Implementasi Ekoteologi dalam Kurikulum Pembelajaran Pada Pendidikan Madrasah Analysis of the Implementation of Ecotheology in the Curriculum of Madrasah Education

Abstract

Pendahuluan: Krisis lingkungan global yang semakin akut menuntut respons sistematis dari dunia pendidikan, termasuk pendidikan Islam di madrasah. Meskipun sejumlah kajian telah membahas ekoteologi dan pendidikan Islam, belum ada yang secara komprehensif memetakan implementasinya dalam kurikulum madrasah secara sistematis melalui pendekatan SLR. Penelitian ini bertujuan menganalisis implementasi ekoteologi dalam kurikulum madrasah melalui pendekatan Systematic Literature Review (SLR) menggunakan pedoman PRISMA 2020.

Metode: Penelusuran literatur dilakukan pada basis data jurnal terakreditasi SINTA 1-3 dan terindeks Scopus dengan kata kunci “ekoteologi”, “kurikulum madrasah”, dan “pendidikan Islam” dalam rentang waktu 2020-2026. Dari total 398 artikel yang teridentifikasi, setelah melalui proses identifikasi, penyaringan, kelayakan, dan inklusi, diperoleh 20 artikel yang memenuhi kriteria untuk direview dan dianalisis menggunakan thematic analysis. 

Hasil: Hasil analisis menunjukkan bahwa integrasi nilai-nilai ekoteologi Islam, khususnya konsep tauhid, khalifah, amanah, dan mizan, ke dalam kurikulum madrasah dilakukan melalui empat pendekatan utama: (1) integrasi dalam mata pelajaran Pendidikan Agama Islam, (2) model kurikulum berbasis cinta, (3) budaya sekolah ekologis, dan (4) eco-pesantren/eco-madrasah. Pendekatan eco-madrasah/eco-pesantren terbukti paling efektif dalam membangun budaya ekologis yang menyeluruh dibandingkan integrasi parsial pada mata pelajaran.

Simpulan: Implementasi ekoteologi dalam kurikulum madrasah terbukti meningkatkan kesadaran ekologis peserta didik secara signifikan, namun masih terkendala keterbatasan bahan ajar terstruktur, minimnya pelatihan guru dalam eko-pedagogi Islam, dan belum adanya kebijakan institusional yang sistematis. Penelitian ini berkontribusi pada pemetaan literatur yang komprehensif tentang implementasi ekoteologi dalam kurikulum madrasah dan merekomendasikan pengembangan modul ekoteologi terintegrasi, pelatihan guru berkelanjutan, serta formulasi kebijakan ekoteologi yang komprehensif.

Another Language Abstract

Introduction: The increasingly acute global environmental crisis demands a systematic response from the world of education, including Islamic education in madrasas. Although several studies have addressed ecotheology in Islamic education, none has comprehensively mapped its implementation in the madrasah curriculum through a systematic literature approach. This study aims to analyze the implementation of ecotheology in the madrasah curriculum through the Systematic Literature Review (SLR) approach using the PRISMA 2020 guidelines.

Method: The literature search was conducted using keywords “ecotheology”, “madrasah curriculum”, and “Islamic education” on SINTA 1-3 accredited and Scopus-indexed journal databases within the period 2020-2026. Of the total 398 articles identified, after going through the identification, screening, eligibility, and inclusion process, 20 articles were obtained that met the criteria for review and were analyzed using thematic analysis.

Results: The results of the analysis show that the integration of Islamic ecotheological values, especially the concepts of tawhid, khalifah, amanah, and mizan, into the madrasah curriculum is carried out through four main approaches: (1) integration in Islamic Religious Education subjects, (2) love-based curriculum model, (3) ecological school culture, and (4) eco-pesantren/eco-madrasah. The eco-madrasah/eco-pesantren approach proved to be the most effective in building a comprehensive ecological culture compared to partial subject-level integration.

Conclusions: This study contributes a comprehensive systematic mapping of ecotheology implementation in the madrasah curriculum. The implementation of ecotheology has been proven to significantly increase students’ ecological awareness, yet remains constrained by limited structured teaching materials, inadequate teacher training in Islamic eco-pedagogy, and the absence of systematic institutional policies. This study recommends the development of integrated ecotheology modules, continuous teacher training, and the formulation of comprehensive ecotheology education policies.

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