Reframing Environmental Character Formation in Madrasah: An Axiological Study of Islamic Education through the Adiwiyata Program
DOI:
https://doi.org/10.37812/fikroh.v19i2.2358Keywords:
Environmental Education, Environmental Care Character, Adiwiyata Program, Islamic Education Axiology, Ecological MoralsAbstract
This study aims to analyze ecological moral formation in Indonesian Adiwiyata madrasah by examining the integration of Islamic values and environmental education. This research employed a qualitative case study design at MIN 2 Palembang City. Informants were selected purposively and consisted of the madrasah principal, vice principal, Islamic Religious Education teachers, classroom teachers, the Adiwiyata Program coordinator, students, and relevant educational personnel. Data were collected through semi-structured interviews, direct observation of environmental habituation practices, and documentation of school policies, Adiwiyata activities, environmental facilities, and learning-related documents. The data were analyzed using a thematic-interpretive approach through transcription, coding, categorization, theme development, and interpretation of meaning. Data credibility was strengthened through source triangulation, technique triangulation, member checking, field notes, and an audit trail. The findings show that ecological moral formation is rooted in Islamic values that position the environment as a mandate from Allah, human responsibility as khalifah, and ecological care as part of moral practice in daily life. The Adiwiyata Program institutionalizes these values through school policies, curriculum integration, participatory activities, supporting facilities, and program evaluation. Teacher role modeling and repeated habituation further strengthen students’ responsibility, care, and ecological awareness. However, the process still faces structural and cultural challenges, including weak home-based habituation, inconsistent student behavior, consumerist habits, and limited facilities. This study implies that environmental education in madrasah should be developed not merely as a school program but as ecological moral education that integrates Islamic values, institutional culture, teacher exemplarity, and sustainable habituation.
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