Fostering Environmental Ethics: The Role of Integrated Digital and Eco-Literacy in Islamic Education
DOI:
https://doi.org/10.25217/jf.v9i2.6915Keywords:
Artificial Intelligence, Digital Literacy Integration, Eco-Literacy, Islamic EducationAbstract
The accelerating advancement of digital technology and artificial intelligence in the Fourth Industrial Revolution demands Islamic Education (PAI) to develop students’ digital competence and critical engagement. Simultaneously, worsening environmental degradation highlights the urgent need for educational models that integrate Islamic theological values with eco-literacy to foster ethical and sustainable behavior. This study examines the effectiveness of integrating digital literacy and eco-literacy into the Islamic Education (PAI) curriculum to transform the values of tawḥīd into students’ environmental ethics in Madrasah Aliyah across Tegal Regency. The study is grounded in the context of global environmental crises and the dynamics of the Fourth Industrial Revolution, which require Islamic education to produce a generation that is not only faithful but also environmentally responsible and digitally adaptive. The purpose of this research is to measure the effectiveness of the integration model in enhancing students’ understanding of tawḥīd, environmental attitudes, and environmentally ethical behavior, as well as to assess the role of artificial intelligence (AI) technology in the learning process. A quasi-experimental method using a pretest–posttest control group design was employed with 240 students assigned to experimental and control groups. Instruments included a tawḥīd comprehension test, an environmental attitude scale, behavioral observations, and a digital literacy assessment. The findings reveal significant improvements in all three variables in the experimental group compared to the control group, with tawḥīd comprehension serving as a partial mediator between digital literacy and environmental behavior. AI-based tools enhanced student engagement and personalized learning, effectively supporting the internalization of Islamic values. These results reinforce the theoretical framework of integrating digital literacy and eco-literacy as an innovative educational approach in Islamic Education and highlight its potential as a pedagogical strategy responsive to technological advancements and contemporary environmental challenges.
References
Albar, M. K., Hamami, T., Sukiman, S., & Roja Badrus Z, A. (2024). Ecological Pesantren as an Innovation in Islamic Religious Education Curriculum: Is It Feasible? Edukasia Islamika, 9(1), 17–40. https://doi.org/10.28918/jei.v9i1.8324
Allen, L. K., & Kendeou, P. (2024). ED-AI Lit: An Interdisciplinary Framework for AI Literacy in Education. Policy Insights from the Behavioral and Brain Sciences, 11(1), 3–10. https://doi.org/10.1177/23727322231220339
Athoillah, A. (2024). Eco-Islamic Boarding School Indicators For Increasing Environmental Awareness And Sustainable Development In Indonesia. WACANA, Jurnal Sosial dan Humaniora, 27(1), 26–36. https://doi.org/10.21776/ub.wacana.2024.027.01.04
Dinas Lingkungan Hidup. (2025). Laporan Kinerja Instansi Pemerintah (Lkjip) Dinas Lingkungan Hidup Kabupaten Tegal Tahun 2024.
Erceg-Hurn, D. M., & Mirosevich, V. M. (2008). Modern robust statistical methods: An easy way to maximize the accuracy and power of your research. American Psychologist, 63(7), 591–601. https://doi.org/10.1037/0003-066X.63.7.591
Fitriana, F., Rahmatan, H., Evendi, E., Saminan, S., & Mentari, M. (2025). Integration of religious values in biology learning and its implications for students’ environmental awareness. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(2), 716–727. https://doi.org/10.22219/jpbi.v11i2.40900
Fleming, T. (2018). Mezirow and the theory of transformative learning. Critical Theory and Transformative Learning, May, 120–136. https://doi.org/10.4018/978-1-5225-6086-9.ch009
Harcourt, M. (2015). Towards a culturally responsive and place-conscious theory of history teaching. set: Research Information for Teachers, 2, 36–44. https://doi.org/10.18296/set.0016
Henriksen, D., Mishra, P., & Stern, R. (2024). Creative Learning for Sustainability in a World of AI: Action, Mindset, Values. Sustainability (Switzerland) , 16(11), 1–20. https://doi.org/10.3390/su16114451
Husamah, H., Miharja, F. J., & Hidayati, D. A. (2020). Environmental Literacy of Islamic Boarding School Students: Study in MA Bilingual-Sidoarjo, East Java, Indonesia. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 8(1), 57. https://doi.org/10.33394/j-ps.v8i1.2766
Ibtissem, M. H. (2010). Application of Value Beliefs Norms Theory to the Energy Conservation Behaviour. Journal of Sustainable Development, 3(2), 129–139. https://doi.org/10.5539/jsd.v3n2p129
J. Supranto. (2016). Statistik Teori dan Aplikasi (8 ed.). Erlangga.
Juanda, Mahmudah, & Alfian Tuflih, M. (2024). Eco-literacy in the digital age: Comparing student comprehension with AI capabilities. Language Testing in Focus: An International Journal, 10(10), 1–17. https://doi.org/10.32038/ltf.2024.10.01
Liu, Y., Ma, S., & Chen, Y. (2024). The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course. Frontiers in Psychology, 15(May), 1–12. https://doi.org/10.3389/fpsyg.2024.1357936
Ma’rufah, H. (2025). Faith-Based Environmentalism: Sahal Mahfudz and the Ecological Transformation of Pesantren. Jurnal Sosiologi Reflektif, 19(2), 309–336. https://doi.org/10.14421/tt7nkc43
Mohidem, N. A., & Hashim, Z. (2023). Integrating Environment with Health: An Islamic Perspective. Social Sciences, 12(6). https://doi.org/10.3390/socsci12060321
Nawi, A., Khamis, N. Y., Mohd Yaakob, M. F., Samuri, M. A. A., & Zakaria, G. A. N. (2023). Exploring Opportunities and Risks of Artificial Intelligence Research for Islamic Ethical Guidelines. Jurnal Akidah & Pemikiran Islam, 25(2), 1–34. https://doi.org/10.22452/afkar.vol25no2.1
Ontong, K., & Grange, L. Le. (2014). The Role of Place-based Education in Developing Sustainability as a Frame of Mind. Southern African Journal of Environmental Education, 30(September 2014), 27–38. https://www.ajol.info/index.php/sajee/article/view/121962
Oyebola Olusola Ayeni, Nancy Mohd Al Hamad, Onyebuchi Nneamaka Chisom, Blessing Osawaru, & Ololade Elizabeth Adewusi. (2024). AI in education: A review of personalized learning and educational technology. GSC Advanced Research and Reviews, 18(2), 261–271. https://doi.org/10.30574/gscarr.2024.18.2.0062
Parker, L. (2017). Religious environmental education? The new school curriculum in Indonesia. Environmental Education Research, 23(9), 1249–1272. https://doi.org/10.1080/13504622.2016.1150425
Pastwa-Wojciechowska, B., Grzegorzewska, I., & Wojciechowska, M. (2021). The role of religious values and beliefs in shaping mental health and disorders. Religions, 12(10), 1–18. https://doi.org/10.3390/rel12100840
Rohmatulloh, R., Hasanah, A., Sahlani, L., & Zuhri, M. T. (2023). Energy-Saving Triangle: Internalizing Islamic Ethical Values on Energy Saving in Integrative Learning. Religions, 14(10), 1–17. https://doi.org/10.3390/rel14101284
Rully Indrawan, R. P. Y. (2017). Metodologi Penelitian : Kuantitatif, Kualitatif, dan Campuran untuk Manajemen, Pembangunan, dan Pendidikan. Refika Aditama.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Santos da Cruz, T., Maria da Silva Gomes, S., Soares Figueiredo, P., Kouloukoui, D., & Souza Barreto da Cruz, E. (2022). Effects of education for sustainable development on personal norms regarding the scarcity of drinking water. Revista de Administração da UFSM, 15, 721–742. https://doi.org/10.5902/1983465969079
Shahidi Hamedani, S., Aslam, S., Mundher Oraibi, B. A., Wah, Y. B., & Shahidi Hamedani, S. (2024). Transitioning towards Tomorrow’s Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review. Education Sciences, 14(10). https://doi.org/10.3390/educsci14101041
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Taisir, M. T., Mohamad Iwan Fitriani, & Abdul Quddus. (2024). Integrating Environmental Sustainability into Islamic Religious Education Curriculum Development. Jurnal Penelitian Keislaman, 20(2), 157–169. https://doi.org/10.20414/jpk.v20i2.11777
Tiara Ramadhani, Danar Widiyanta, Yena Sumayana, Rengga Yudha Santoso, Puspita Dian Agustin, & Al-Amin. (2024). The Role Of Character Education In Forming Ethical And Responsible Students. IJGIE (International Journal of Graduate of Islamic Education), 5(2), 110–124. https://doi.org/10.37567/ijgie.v5i2.3064
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Moh. Sobirin, Saepudin Saepudin, Mokamad Miptakhul Ulum
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
