Implementasi Bahan Ajar PAI Berbasis Ekologi dalam Menumbuhkan Karakter Peduli Lingkungan di SDN Tanjungsari 02 Kabupaten Bogor

Abstract

This study aims to describe the implementation of ecology-based Islamic Religious Education (PAI) teaching materials in fostering students' environmental care character at SDN Tanjungsari 02, Bogor Regency. This research was motivated by the importance of integrating ecological values into PAI learning as an effort to develop students' awareness and environmentally responsible behavior. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal, Islamic Religious Education teachers, homeroom teachers, and students. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. Data validity was ensured through source triangulation, technique triangulation, time triangulation, and member checking. The findings indicate that the implementation of ecology-based PAI teaching materials at SDN Tanjungsari 02, Bogor Regency, was carried out through the stages of planning, implementation, and evaluation. During the planning stage, teachers integrated ecological values into learning tools and instructional materials. In the implementation stage, the teaching materials were applied through contextual and participatory learning activities, such as discussions, environmental observations, project assignments, and direct practices in maintaining cleanliness and preserving the school environment. Evaluation was conducted through assessments of students' attitudes, knowledge, and skills. The implementation of ecology-based PAI teaching materials contributed positively to fostering students' environmental care character, as reflected in their habits of maintaining cleanliness, disposing of waste properly, conserving water and electricity, caring for plants, and actively participating in environmental preservation activities. Supporting factors included the commitment of school principals and teachers, a conducive school environment, and school programs focused on environmental sustainability. Meanwhile, inhibiting factors included limited teaching materials, restricted instructional time, and insufficient parental support.