EKOTEOLOGI BERBASIS TOGA UNTUK INTERNALISASI KARAKTER CINTA LINGKUNGAN DI PESANTREN SABILURROSYAD 2 MALANG
DOI:
https://doi.org/10.54437/ilmuna.v8i2.3824Keywords:
ecotheology, pesantren, TOGA, environmental character, santri, Islamic educationAbstract
Environmental education in pesantren often has a strong normative foundation but still faces a pedagogical problem: ecological values may remain at the level of religious discourse when they are not translated into repeated, observable, and meaningful practices. This study examines the potential of Family Medicinal Plants (TOGA) as a contextual medium for ecotheological education and the internalization of environmental-love character at Pesantren Sabilurrosyad 2 Tegal Weru Malang. The study uses a qualitative case-oriented design that combines contextual analysis of the pesantren setting with literature review on Islamic environmental ethics, ecotheology, character education, environmental education, and TOGA. The analysis is organized around six stages of value internalization: introduction, understanding, appreciation, habituation, role modeling, and actualization. The analysis shows that TOGA can connect theological concepts such as tawhid, khalifah fi al-ardh, amanah, mizan, rahmah, and the prohibition of fasad with concrete learning experiences. Planting, watering, maintaining, observing, harvesting, using, and sustaining medicinal plants can function simultaneously as ecological practice, health literacy, character formation, and religious reflection. The main contribution is a contextual model that shifts TOGA from a functional medicinal-garden activity into an ecotheological learning laboratory in which moral knowing is connected to moral feeling and moral action. The model is strengthened by caregiver and teacher role modeling, active santri participation, routine scheduling, cross-subject integration, and behavioral assessment. Future research should test the model empirically through longitudinal observation, interviews, and behavioral indicators to determine how far repeated TOGA practices produce durable ecological dispositions among santri.
Downloads
References
Abd Rahman, N, F N M Zabidi, and L Halim. “Integration of Tauhidic Elements for Environmental Education from the Teachers’ Perspectives.” Religions 11, no. 8 (2020): 394. https://doi.org/10.3390/rel11080394.
Begum, A, L Jingwei, M Haider, M M Ajmal, S Khan, and H Han. “Impact of Environmental Moral Education on Pro-Environmental Behaviour: Do Psychological Empowerment and Islamic Religiosity Matter?” International Journal of Environmental Research and Public Health 18, no. 4 (2021): 1604. https://doi.org/10.3390/ijerph18041604.
Fanan, M A, and F Fauzi. “Mainstreaming Islamic Ecotheology through Participatory Action Research: Restoring Santri’s Environmental Awareness in an Indonesian Pesantren.” Tafkir: Interdisciplinary Journal of Islamic Education 5, no. 4 (2024): 804–16. https://doi.org/10.31538/tijie.v5i4.2880.
Gada, M Y. Islam and Environmental Ethics, 2024. https://doi.org/10.1017/9781009308236.
Gade, A M. “Muslim Environmentalisms and Environmental Ethics: Theory and Practice for Rights and Justice.” The Muslim World 113, no. 3 (2023): 242–59. https://doi.org/10.1111/muwo.12474.
Hayati, M N, N Atika, A N Sabilla, and B Widiyanto. “Cultivation of Family Medicinal Plants (TOGA) in the Campus Teaching Program Batch V at SDN Sitanggal 04 Brebes.” ASEAN Journal of Empowering Community 3, no. 2 (2024): 17–32. https://doi.org/10.24905/ajecom/vol3issue2.62.
Irawan, B. “Islamic Boarding Schools (Pesantren), Sufism and Environmental Conservation Practices in Indonesia.” HTS Teologiese Studies/Theological Studies 78, no. 4 (2022): a7073. https://doi.org/10.4102/hts.v78i4.7073.
Lickona, Thomas. Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books, 1991.
Mujahidin, M D, A Imron, and M H Abdiliah. “Internalizing Ecotheological Values: Strategies of Pesantren in Fostering Environmentally Conscious Character.” Santri: Journal of Pesantren and Fiqh Sosial 6, no. 2 (2025): 155–70. https://doi.org/10.35878/santri.v6i2.1908.
Nurkhin, A, S Martono, N Ngabiyanto, H Mukhibad, A Rohman, and A M Kholid. “Green-Pesantren and Environmental Knowledge and Awareness: Case Study at Pondok Pesantren As Salafy Al Asror Semarang.” IOP Conference Series: Earth and Environmental Science 1248, no. 1 (2023): 12003. https://doi.org/10.1088/1755-1315/1248/1/012003.
Rekan, A A, M I Mokhtar, T S A T Kasim, and Y M Yusoff. “Instructional Approach of Islamic Education Teachers to Gearing Up Future Muslim Generations with Environmental Education.” Asia Pacific Journal of Educators and Education 39, no. 2 (2024): 249–72. https://doi.org/10.21315/apjee2024.39.2.13.
Sa’idah, I, and M O Afifin. “Eksplorasi Problem Based Learning Terhadap Kreativitas Siswa Dalam Pembelajaran Pendidikan Agama Islam Di Kurikulum Merdeka.” Ilmuna: Jurnal Studi Pendidikan Agama Islam 8, no. 1 (2026).
Santhyami, S, L Agustina, R Astuti, P Agustina, A I Kusumadani, and S K Sari. “Education on Family Medicinal Plants (TOGA) for KWT Berkah Tani 2, Ngasem Village, Karanganyar.” Community Empowerment 8, no. 10 (2023): 1555–62. https://doi.org/10.31603/ce.9746.
Sapitri, E Y, T Hamami, and K Muttakin. “Integrating Ecotheology into Islamic Religious Education: A Systematic Literature Review on Students’ Spiritual, Social, and Cognitive Character Development.” DAYAH: Journal of Islamic Education 8, no. 2 (2025): 178–201. https://doi.org/10.22373/jie.v8i2.34136.
Suhli, N R, P H Saputri, Y Susanti, and R Elvia. “Peningkatan Pengetahuan Tentang Tanaman Obat Keluarga Kepada Siswa SDN 19 Kota Bengkulu.” Edudikara: Jurnal Pendidikan Dan Pembelajaran 9, no. 4 (2024): 151–72. https://doi.org/10.32585/edudikara.v9i4.375.
Wakhidah, N, and E Erman. “Examining Environmental Education Content on Indonesian Islamic Religious Curriculum and Its Implementation in Life.” Cogent Education 9, no. 1 (2022): 2034244. https://doi.org/10.1080/2331186X.2022.2034244.
