Integrating Islamic Education with Environmental Programs: Strategies for Sustainable Character Development at SMAN 2 and 7 Malang Indonesia

Abstract

This study aims to investigate the integration of Islamic education into environmental programs at State High Schools 2 and 7 Malang (SMAN 2 and 7). Addressing the environmental crisis in Indonesia, it focuses on how religious education can foster environmental consciousness and character development in students, contributing to sustainable education practices. A qualitative phenomenological approach was employed to gain an in-depth understanding of the integration of Islamic education and environmental programs at SMAN 2 and 7. Participants were selected through purposive sampling, including principals, vice principals, teachers, staff, and students. Data were collected via semi-structured interviews, observations of school activities, and analysis of documentation. The data were analyzed systematically through coding, theme identification, and triangulation to ensure rigor and trustworthiness. Both schools\u27 initiatives include spiritual and environmental programs, curricular integration, and community engagement, fostering a culture of environmental consciousness and religious adherence. The findings suggest that integrating Islamic education with environmental programs can significantly enhance students\u27 environmental awareness and character development. This study provides insights for policymakers and educators on promoting sustainable development through religious education. Future research could explore similar integrations in different regions to broaden the understanding of Islamic education\u27s role in environmental sustainability. This study contributes uniquely by highlighting how Islamic education can support environmental programs in schools, demonstrating effective strategies for character building and environmental love. It underscores the potential of religious education in fostering sustainable living, providing a model for other schools and educational policymakers