Aksi Budaya Teo-Ekologi Melalui Integrasi Kurikulum Pendidikan Lingkungan Hidup
DOI:
https://doi.org/10.21154/altahrir.v17i2.958Keywords:
kesemestaan, budaya teo-ekologi, kurikulum, sekolahAbstract
Abstract: This study was intended to investigate universality reality in Islamic perspective, the development of theo-ecological culture at school, and its implementation of ecological education at school. This study was conducted in qualitative approach in case study method. This research was conducted at State Islamic Elementary School (Madrasah Ibtidaiyah Negeri) Tegalsari, Blitar, Indonesia. The objects of this study were the universality reality, the development of theo-ecological culture and ecological based education. The school headmaster, the vice headmaster, the teachers and the school committee were the subjects of the study. The data collection methods were in-depth interviews, and observation. Data validity was checked through credibility, transferability, dependability, and conformability techniques. Through four steps, validity was taken to ensure data confirmation. The data analysis consisted of data display, conclusion drawing, and verification. The article findings show that the creation of the universe has duality, ideasionality and theology. Therefore, human beings as the caliphs in the earth need to develop in themselves the ecological ethics. In addition, it was found that the development of ecological awareness at school was done through the processes of arranging the program main team, optimizing tasks and functions of internal and external school elements, and evaluating the program incidentally and regularly. Finally, the ecological education was implemented by teaching it as a local content subject as well as integrating it with other subjects.
الملخص:هذا البØØ« يهد٠أن ÙŠØلل عناصرا ;أولا مظاهر العالم من ناØية الإسلام, ثانيا ثقاÙØ© البيئة الدينية ÙÙ‰ المدرسة Ùˆ ثالثا تطبيق بيئة الØياة Ùيها.يختار الباØØ« مكان البØØ« هو المدرسة تاجال ساري (Tegalasri) ولينجي(Wlingi)باليتار(Blitar) الإبتدائية الإسلامية الØكومية. يظهر هذا البØØ« بØثا كيÙيا بجنس دراسة الØالة. موضوعه ÙŠØتوى مظاهر العالم Ùˆ تثقي٠البيئة الدينية Ùˆ تطبيق التدريس Ù†ØÙˆ بيئة الØياة. مصادر الØقائق الرئيسي Ùيه رئيس المدرسة Ùˆ وكيله Ùˆ المدرسون ولجنة المدرسة. طريقة جمع الØقائق المستخدمة هي الوثائق Ùˆ الملاØظة, Ùˆ تØليلها بتقديم الØقائق والخلاصة Ùˆ التثبيت ,Ùˆ تÙتيشها بصدوقة الØقائق Ùˆ تØولها Ùˆ ثقتها وثبوتها. ÙŠØصل هذا البØØ« ;اولا يبدع المدرسة بØالات العالم Ùيها Øالة ثنائية Ùˆ مثالية Ùˆ دينية, هذا يجرى بأن يخلق الله الناس خليÙØ© الأرض, عليهم أن يلازموا تطوير بيئة الØياة. ثانيا يبدع ثقاÙØ© بيئة الØياة بتصميم هيئة المنهج البئوي, وهي تكمل أعمال عناصر المدرسة خارجيا Ùˆ داخليا Ùˆ تقويم ÙÙ‰ الوقت الØاضر والوقت المكتوب. ثالثا تطبيق تربية بيئة الØياة باضاÙØ© درسا خاصا عنها واتØد ماديتها ÙÙ‰ كل دروس.
Abstrak: Penelitian ini bertujuan untuk mengetahui realitas kesemestaan dalam perspektif Islam, pengembangan budaya teo-ekologi di sekolah, dan pelaksanaan pendidikan ekologi di sekolah. Penelitian ini dilakukan secara kualitatif dengan metode studi kasus. Penelitian ini dilakukan di Madrasah Ibtidaiyah Negeri Tegalsari, Blitar, Indonesia. Objek penelitian ini adalah realitas kesemestaan, pengembangan budaya teo-ekologi dan pendidikan berbasis ekologi. Kepala sekolah, wakil kepala sekolah, guru dan komite sekolah adalah subyek penelitian. Metode pengumpulan data melalui wawancara mendalam, dan observasi. Validitas data diperiksa melalui teknik credibility, transferability, dependability, dan conformability. Melalui empat langkah, validitas diambil untuk memastikan konfirmasi data. Analisis data dilakukan dengan reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi. Temuan artikel menunjukkan bahwa penciptaan alam semesta memiliki sifat dualitas, dan teologi. Oleh karena itu, manusia sebagai khalifah di bumi perlu mengembangkan dirinya dalam etika ekologis. Selain itu, ditemukan bahwa perkembangan kesadaran ekologi di sekolah dilakukan melalui proses penyusunan tim inti program, mengoptimalkan tugas dan fungsi unsur internal dan eksternal sekolah, dan mengevaluasi program secara insendentil dan teratur. Akhirnya, pendidikan ekologi dilaksanakan dengan mengajarkannya sebagai mata pelajaran muatan lokal dan mengintegrasikannya dengan mata pelajaran lain.
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