Integrating Ecotheology into Islamic Education: A Multicultural Perspective Study among Kindergarten Students
Abstract
This study aims to examine how ecotheology-based Islamic learning is planned and implemented in early childhood education, how Islamic values and ecological awareness are internalized through pedagogical practices, and what factors support or hinder its implementation at TK Islam Al Hikmah Samarinda. Employing a case study qualitative design, the research explores learning practices within their natural setting. Data were collected through classroom observations, semi-structured interviews with teachers and the principal, and document analysis of instructional materials and school records. The data were analyzed thematically through data condensation, categorization, display, and conclusion drawing, while validity was ensured through source and technique triangulation. The findings reveal that ecotheology-based Islamic learning is systematically integrated into lesson planning, classroom activities, and school culture through experiential, contextual, and child-centered approaches. Islamic values such as tauhid (oneness of God), amanah (trust), and khalifah (stewardship) are internalized alongside ecological awareness through routine practices, environmental activities, and teacher modeling. This study contributes to the empirical development of ecotheology-based pedagogy in Islamic early childhood education by offering an integrative framework that connects religious values with environmental responsibility. It highlights the potential of ecotheological learning as a holistic and contextually relevant approach to fostering both spiritual and ecological consciousness from an early age.
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