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ENDLESS JOURNALENDLESS JOURNAL

Journal ENDLESS: INTERNATIONAL JOURNAL OF FUTURE STUDIESENDLESS: INTERNATIONAL JOURNAL OF FUTURE STUDIES Abstract

This study examines the integration of Islamic socio-cultural values within nature-based environmental education by comparing three educational models: Sekolah Alam and eco-pesantren in Indonesia, and Forest Schools in Europe. The growing global ecological crisis highlights the need for educational approaches that promote not only cognitive development but also value internalization, character formation, and ecological consciousness. Using a qualitative design with a Systematic Literature Review (SLR) guided by PRISMA 2020, this study reviewed literature from Scopus, Web of Science, DOAJ, Google Scholar, GARUDA, and ResearchGate published between 2019 and 2025. Of the 1,546 initial records, 30 studies met the inclusion criteria and were synthesized thematically. The findings show that: (1) Sekolah Alam cultivates ecological character through experiential learning grounded in Islamic values and local wisdom; (2) Eco-pesantren integrate Islamic ecological theology, khalifah (stewardship), amanah (trust), ihsan (excellence), and ecological monotheism, into conservation practices, organic farming, and waste management; (3) Forest Schools emphasize exploration, learner agency, and wellbeing without religious foundations; and (4) all three models foster emotional and ethical connections to nature while differing in value orientations. The proposed Islamic Socio-Cultural and Nature-Based Environmental Education Model offers a framework for developing faith-based and sustainability-oriented Islamic education curricula.

Conclusion

This study concludes that nature-based education in Indonesia and Europe shares a common emphasis on direct engagement with nature to foster ecological awareness, while differing substantially in its underlying value orientations.Sekolah Alam and eco-pesantren integrate experiential learning with Islamic ethical principles, such as amanah, ihsan, and khalifah, through practices including farming, conservation, and community participation, with institutionalizing environmental stewardship as an extension of worship that unites spirituality and sustainability.In contrast, European Forest Schools emphasize learner agency, exploration, and wellbeing, reflecting humanistic educational traditions that position nature as an active partner in learning.Synthesizing these insights, the study proposes the Islamic Socio-Cultural and Nature-Based Environmental Education Model as a holistic framework that integrates Islamic spirituality, experiential pedagogy, and local wisdom to support sustainability-oriented learning.While offering a conceptual contribution to contemporary Islamic environmental education, the study remains limited by the absence of empirical validation, indicating the need for future qualitative and field-based research to examine implementation dynamics, behavioral outcomes, and cross-cultural applicability of the proposed model.

Future Research

Berdasarkan temuan penelitian ini, beberapa saran penelitian lanjutan dapat diajukan untuk memperkaya pemahaman tentang integrasi nilai-nilai Islam dan pendekatan pendidikan berbasis alam. Pertama, penelitian kualitatif mendalam dapat dilakukan untuk mengeksplorasi bagaimana guru-guru di Sekolah Alam dan Eco-Pesantren menginternalisasi dan mentransmisikan nilai-nilai Islam ke dalam praktik pembelajaran sehari-hari. Hal ini penting untuk memahami mekanisme bagaimana nilai-nilai tersebut membentuk karakter siswa dan mendorong perilaku pro-lingkungan. Kedua, studi komparatif lintas budaya dapat dilakukan untuk membandingkan efektivitas model pendidikan berbasis alam dalam konteks yang berbeda, misalnya membandingkan dampak Sekolah Alam di Indonesia dengan Forest School di Eropa atau Amerika Utara. Penelitian ini dapat mengidentifikasi faktor-faktor kontekstual yang memengaruhi keberhasilan implementasi model tersebut. Ketiga, penelitian longitudinal dapat dilakukan untuk melacak perkembangan siswa yang mengikuti pendidikan berbasis alam selama beberapa tahun. Penelitian ini dapat memberikan bukti empiris tentang dampak jangka panjang dari pendidikan tersebut terhadap pengetahuan, sikap, dan perilaku lingkungan siswa.

References

1. Green Islamic School: Integrating Environmental Education in the Islamic Education Curriculum | Cendekiawan... zia-research.com/index.php/cendekiawan/article/view/270Green Islamic School Integrating Environmental Education in the Islamic Education Curriculum Cendekiawan zia research index php cendekiawan article view 270
2. Management of Project-Based Learning Model at Sekolah Alam Junior High School | Ahmad | AL-ISHLAH: Jurnal... journal.staihubbulwathan.id/index.php/alishlah/article/view/486Management of Project Based Learning Model at Sekolah Alam Junior High School Ahmad AL ISHLAH Jurnal journal staihubbulwathan index php alishlah article view 486
3. Implementasi dan dampak pendidikan holistik berbasis lingkungan pada siswa: studi kasus di sekolah alam... doi.org/10.21831/hum.v24i2.76954Implementasi dan dampak pendidikan holistik berbasis lingkungan pada siswa studi kasus di sekolah alam doi 10 21831 hum v24i2 76954
4. Urgensi Pendidikan Islam dalam Pembentukan Kesalehan Ekologis di Pondok Pesantren | Musala : Jurnal Pesantren... doi.org/10.37252/jpkin.v1i2.316Urgensi Pendidikan Islam dalam Pembentukan Kesalehan Ekologis di Pondok Pesantren Musala Jurnal Pesantren doi 10 37252 jpkin v1i2 316

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