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This study investigates the integration of environmental care values into Islamic Religious Education through the Learn with Nature approach to foster environmental responsibility among primary school students. The study responds to the limited application of experiential and nature-based learning in Islamic Religious Education, particularly in connecting Islamic stewardship values with practical environmental actions. Using a qualitative field research design, data were collected through classroom and outdoor observations, semi-structured interviews with two Islamic Religious Education teachers, one principal, and twenty students, as well as document analysis of lesson plans, curriculum materials, and student work. The data were analyzed thematically through data reduction, data display, and conclusion drawing, supported by triangulation and member checking. The findings show that the Learn with Nature approach was implemented through activities such as waste sorting, gardening, tree planting, and nature observation, which were linked to Islamic concepts of khalifah, responsibility, and ethical care for creation. Students demonstrated increased environmental awareness, active participation, and stronger moral understanding of environmental care. This study implies that Islamic Religious Education can serve as a strategic medium for developing ecological character when religious values are integrated with experiential, nature-based learning.
This study investigates the integration of environmental care values into Islamic Religious Education through the Learn with Nature approach to foster environmental responsibility among primary school students. The study responds to the limited application of experiential and nature-based learning in Islamic Religious Education, particularly in connecting Islamic stewardship values with practical environmental actions. Using a qualitative field research design, data were collected through classroom and outdoor observations, semi-structured interviews with two Islamic Religious Education teachers, one principal, and twenty students, as well as document analysis of lesson plans, curriculum materials, and student work. The data were analyzed thematically through data reduction, data display, and conclusion drawing, supported by triangulation and member checking. The findings show that the Learn with Nature approach was implemented through activities such as waste sorting, gardening, tree planting, and nature observation, which were linked to Islamic concepts of khalifah, responsibility, and ethical care for creation. Students demonstrated increased environmental awareness, active participation, and stronger moral understanding of environmental care. This study implies that Islamic Religious Education can serve as a strategic medium for developing ecological character when religious values are integrated with experiential, nature-based learning.
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