Enacting Islamic Ecological Values across Science Curriculum, Pedagogy, and School Culture in an Integrated Islamic Elementary School
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Abstract
Environmental education in elementary schools requires approaches that connect scientific understanding with ethical responsibility. Yet how Islamic ecological values are enacted across science learning and school culture remains insufficiently documented. This study aims to examine how these values are articulated through the curriculum, enacted through pedagogy, and reinforced by school culture at SDIT at Taqwa, an integrated Islamic elementary school in Bekasi, Indonesia. The study employed a qualitative case study design involving observations of three Grade V science lessons, interviews with school staff, questionnaires completed by 60 pupils in Grades IV and V, and school documents. Data were analyzed using the Miles and Huberman interactive model. The findings revealed three interconnected dimensions: ecological values embedded in science objectives and Qur’anic references, experiential and project-oriented environmental activities, and school routines reinforced through teacher modeling. Four student-practice indicators received observation ratings of 3.3–3.6 on a four-point scale. Approximately 85% of pupils perceived that science lessons supported their environmental awareness, while 82% reported participating in environmental activities. These results reflect observed practices and reported perceptions rather than causal effects or sustained character development. The study contributes a case-grounded interpretive framework connecting curriculum articulation, learning experiences, and institutional reinforcement in integrated elementary science education.
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