PENGUATAN KESADARAN LINGKUNGAN MELALUI EKOTEOLOGI BERBASIS PEMBELAJARAN MENDALAM (DEEP LEARNING) DI SMPN 1 BLORA
DOI:
https://doi.org/10.51878/academia.v6i4.16031Keywords:
Ekoteologi, Kesadaran lingkungan, Kurikulum Merdeka, Pembelajaran mendalam (Deep Learning), Pendidikan Agama IslamAbstract
This study aims to analyze the strengthening of students' ecological awareness as perceived by teachers, the vice-principal for curriculum, and students through ecotheology-based instruction using deep learning as a pedagogical approach within Indonesia's national curriculum at SMPN 1 Blora, covering the construction and integration of ecotheological values, the process of meaning-making through mindful, meaningful, and joyful learning, and the support of the school ecosystem along with its supporting and inhibiting factors. A qualitative case study design was employed, drawing on semi-structured interviews with the vice-principal for curriculum, three Islamic Religious Education teachers, and five students, together with observation and document review, and then analyzed using the Miles, Huberman, and Saldaña interactive model. The findings show that ecotheology is concretely realized through the co-curricular Clean Day program, integrated into the graduate profile dimension of the Merdeka Curriculum, and reinforced by the school-wide GELITIK program (Clean, Healthy, and Plastic-Waste-Free Environment Movement). Supporting factors include curriculum policy and school culture, while inhibiting factors relate to student characteristics and the limited explicit exploration of ecotheological values in classroom instruction. The originality of this study lies in offering a concrete operational model for integrating ecotheology through environmental cleanliness practices in a public school setting, providing an adaptable reference for strengthening faith-based ecological awareness elsewhere.
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