Year: 2025 | Month: October-December | Volume: 9 | Issue: 4 | Pages: 61-68
DOI: https://doi.org/10.52403/gijash.20250409
Dimensions of Ecoliteracy Attitudes in Islamic Elementary Teacher Education: The Construction of Islamic Theo-Ecology, Socio-Ecology, Bio-Ecology, and Cosmo-Ecology
Zohra Waty Hiola1, Elya Nusantari2, Frida Maryati Yusuf3, Masrid Pikoli4, Nova Elysia Ntobuo5, Lilan Dama6
1,2,3,4,5,6Doctoral Program in Science Education, Postgraduate Program, Universitas Negeri Gorontalo, Indonesia
1Department of Islamic Elementary Teacher Education, IAIN Sultan Amai Gorontalo, Indonesia
Corresponding Author: Zohra Waty Hiola
ABSTRACT
This study examines and analyzes the profile of ecoliteracy attitudes among students in the Islamic Elementary Teacher Education (PGMI) Program from an Islamic perspective, laying the groundwork for the development of Islamic science education. Utilizing a mixed methods approach with a convergent triangulation design, the research involved 74 questionnaire respondents and 12 interview participants at IAIN Sultan Amai Gorontalo. Data were collected using Likert-scale questionnaires and semi-structured interviews, which were then analyzed both quantitatively and qualitatively. The findings reveal that students' ecoliteracy attitudes predominantly manifest in the affective and conative aspects, while the cognitive aspect remains underdeveloped, particularly within the cosmo-ecology dimension. The four primary dimensions examined, namely theo-ecology, socio-ecology, bio-ecology, and cosmo-ecology demonstrate that while spiritual values and moral responsibility toward the environment have developed emotionally and behaviorally, they lack deep conceptual understanding. These results underscore the need to reinforce the cognitive dimension in Islamic science education through the development of an integrative curriculum grounded in ayat kauniyah (divine signs in nature), Islamic ecoliteracy-based modules, and pedagogical training for lecturers. This research makes both conceptual and practical contributions to advancing environmental education based on Islamic values, particularly in shaping prospective teachers who possess comprehensive ecological awareness grounded in tawhid (the oneness of God).
Keywords: Ecoliteracy, Islamic Science Education, PGMI, Islamic Ecology, Environmental Literacy, Islam-Science Integration
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