A Model for Integrating Environmental Care Values into Islamic Education Based on the Archipelagic Context of North Halmahera

Abstract

Environmental degradation in archipelagic regions, including marine plastic pollution, coral reef damage, and coastal abrasion, calls for Islamic education that connects religious values with local ecological realities. This study aims to describe how environmental care values are currently integrated into Islamic Religious Education (Pendidikan Agama Islam, PAI) in North Halmahera Regency and to design a contextual integration model grounded in the region's archipelagic characteristics. The study employed a Research and Development design adapted from the ADDIE model within a mixed-methods approach; this article reports the Analysis and Design stages. Data were collected from five PAI teachers, six school and madrasah principals, and six students through Likert-scale questionnaires, interviews, observation, and documentation. Teachers responded positively to environmental integration (mean = 4.17; 83.5%), school support was very high (4.65; 92.9%), and student responses were very high (4.69; 93.8%). Interviews indicate that values such as khalifah, amanah, mizan, and the prohibition of fasad are already taught, yet integration remains implicit, partial, and dependent on individual teachers' initiative, with limited contextual teaching materials, little teacher training, and unstructured attitude assessment. Based on these findings, an eight-stage model was designed: identifying local environmental problems, exploring environmental conditions, relating them to the Qur'an and Hadith, analyzing them through Islamic values, planning ecological action, taking action, reflecting, and evaluating knowledge, attitudes, and actions. The validity, practicality, and effectiveness of the model remain to be tested in the next stage.