Volume III: Education and Ecological Literacy

Reinterpreting Environmental Education Through The Framework of Iman, Islam, And Ihsan: An Ecopedagogical Perspective in Early Childhood Education

  • Sri Wulan UIN Sunan Gunung Djati Bandung, Indonesia
  • Badrudin UIN Sunan Gunung Djati Bandung, Indonesia
  • Supiana UIN Sunan Gunung Djati Bandung, Indonesia
  • Hary Priatna Sanusi UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

environmental education; ecopedagogy; Iman–Islam–Ihsan; spiritual ecological consciousness; early childhood education.

Abstract

The global ecological crisis indicates that environmental education oriented primarily toward knowledge transmission has not been fully effective in fostering sustainable ecological behavior. While ecopedagogy studies have emphasized critical consciousness and sustainability, relatively few have integrated spirituality as a foundational dimension of ecological awareness, particularly in early childhood education. This study aims to describe the implementation of environmental education at TK Alam Al-Hasan, Ciamis Regency, West Java, Indonesia; reinterpret it through the Iman–Islam–Ihsan framework; and formulate an Iman–Islam– Ihsan Ecopedagogical Model as a paradigm for environmental education in early childhood settings. The study employed a qualitative approach using an intrinsic case study design. Data were collected through participant observation, in-depth interviews, document analysis, and field notes involving the principal, teachers, parents, and children. Data were analyzed using the interactive model of data analysis through data condensation, data display, and conclusion drawing and verification. The findings reveal that environmental education at TK Alam Al-Hasan is implemented integratively through nature-based learning, the habituation of ecological practices, and the internalization of Islamic values. The study identifies three developmental stages of ecological consciousness: Iman as ecological awareness, Islam as ecological responsibility, and Ihsan as ecological character. Based on these findings, the study proposes the Iman–Islam–Ihsan Ecopedagogical Model, which describes a transformative process from spiritual awareness to ecological responsibility, ecological character, and ultimately the formation of a sustainable ecological lifestyle. This study contributes to the advancement of ecopedagogy theory by introducing the concept of spiritual ecological consciousness as a novel perspective for environmental education in early childhood education.

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