Integration of Tauhidic Elements for Environmental Education from the Teachers’ Perspectives
Serious environmental damage calls for the need of complementary approaches in applying tauhidic elements for environmental education. Hence, this study examined how the practices of integrating tauhidic elements for environmental education are carried out in two Islamic science boarding schools. A...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
[2020]
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| In: |
Religions
Year: 2020, Volume: 11, Issue: 3 |
| Further subjects: | B
ENVIRONMENTAL EDUCATION
B Islamic values B Integration B tauhidic elements B ENVIRONMENTAL VALUES |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
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| 520 | |a Serious environmental damage calls for the need of complementary approaches in applying tauhidic elements for environmental education. Hence, this study examined how the practices of integrating tauhidic elements for environmental education are carried out in two Islamic science boarding schools. A qualitative study was conducted by interviewing two science teachers and two Islamic education teachers from each school and an environmental education coordinator for data triangulation. The participants of this study were sampled using purposive sampling. The interview data transcribed were analyzed using thematic analysis. Findings show that the integration of tauhidic elements in the school curriculum takes place with the support of the teachers and school administrators. However, the integration of tauhidic elements for environmental education only takes place through two approaches, namely through the inculcation of values from the teachers’ advice and actions as role models, as well as through the activities of seeking the meaning of the verses in the al-Quran or the Hadith that are related to environmental concepts. The findings also demonstrate that the students already have good environmental knowledge, awareness, and interest in nature, but require enhancements concerning their practices of environmental conservation. In sum, integrating tauhidic elements for environmental education requires the cooperation of science teachers and Islamic education teachers as well as strong support from other subject teachers and environmental clubs in schools. | ||
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