Curriculum development for environmental education at an Islamic boarding school
Research Article
DOI:
https://doi.org/10.36681/tused.2023.028Keywords:
curriculum development, environmental education, Islamic boarding school, sustainable development programs, eco-pesantrenAbstract
This study aimed to produce and to evaluate a curriculum for environmental education to support sustainable development programmes at an environmentally friendly Islamic boarding school (eco-pesantren). It is a development study with a model of area-based curriculum. The development stage includes analysis, design, develop, implementation, and evaluation. This curriculum has been implemented in 3 Islamic boarding schools (107 students). This curriculum contains curriculum foundations, learning outcomes, teaching materials, learning activities, and learning evaluations. The foundation of this curriculum includes philosophical, psychological, organisational, socio-cultural, scientific and technological aspects. Teaching materials focus on the problems faced by students in everyday life. Learning activities include 2 stages (theory and practice). The results of this study indicate that it is a suitable curriculum for use in Islamic boarding schools with an eligibility percentage of 92% (very feasible category) based on aspects of consistency, relevance, effectiveness, completeness, continuity, correctness of content and language. The results of this study also show that this curriculum is practically used in Islamic boarding schools. The practicality of the curriculum is seen from the aspect of good communication, cooperation, sufficient time, and the ease of understanding the material.
Downloads
References
Azhar, A., Basyir, M. D., & Alfitri, A. (2016). The relationship of environmental knowledge and ethics with attitudes and behaviors to maintain environmental sustainability. Jurnal Ilmu Lingkungan, 13(1), 36–41. https://doi.org/https://doi.org/10.14710/jil.13.1.36-41
Bakhtiar, A. M., & Nugroho, A. S. (2016). Curriculum development of environmental education based on local wisdom at elementary school. International Journal of Learning, Teaching and Educational Research, 15(3), 20–28. https://www.ijlter.org/index.php/ijlter/article/view/581
Beauchamp, G. A. (1975). Curriculum theory. The KAGG Press. https://www.daneshnamehicsa.ir/userfiles/files/1/8- Curriculum Theory-Beauchamp.pdf
Cappellaro, E. (2011). An applied sample environmental education for adults: Water awareness education. Journal of Turkish Science Education, 8(2), 157–173. http://88j.76d.mywebsitetransfer.com/index.php/tused/article/view/365
Docktor, J., & Heller, K. (2009). Robust assessment instrument for student problem solving. Proceedings of the NARST 2009 Annual Meeting, 1–19. https://groups.spa.umn.edu/physed/People/Docktor/talks_papers/Docktor_NARST09_paper.pdf
Efendi, M. H., Irawati, M. H., Rochman, F., & Gofur, A. (2017). Environmental conservation education by applying Islamic values. Journal of Education & Social Policy, 4(2), 180–186. http://jespnet.com/journals/Vol_4_No_2_June_2017/23.pdf
Evans, W., & Savage, J. (2015). Developing a local curriculum: Using your locality to inspire teaching and learning. Routledge. https://www.book2look.com/embed/9781317512349
Faiqoh. (2003). Nyai, agent of change in Islamic boarding schools. Kucika.
Fitriyah, F. K., Chuma, M. M., Sodikin, M., Romdloni, M. A., & Lutfauziah, A. (2022). A new approach to counseling relations in Islamic boarding schools based on the Ta’limul Muta’alim book: An emansipatory hermeneutical study. Journal of Islamic Civilization, 4(2), 186–195. https://doi.org/10.33086/jic.v4i2.3634.
Gunawan, A., Isnaini, D. E., Aulia, R. N., & Mardhiah, I. (2018). Implementation of hidden curriculum in environmental education (Case study: Pondok Pesantren Hidayatullah Balikpapan). International Proceeding ASEAN Youth Confereence, 752–758. https://core.ac.uk/download/pdf/211815684.pdf
Hamalik, O. (2009). Fundamentals of curriculum development. Remaja Rosda Karya.
Herdiansyah, H., Jokopitoyo, T., & Munir, A. (2016). Environmental awareness to realizing green Islamic boarding school (Eco-pesantren) in Indonesia. IOP Conference Series: Earth and Environmental Science, 30(1), 1–6. https://doi.org/10.1088/1755-1315/30/1/012017
Hidayat, S. (2013). New curriculum development. Remaja Rosdakarya.
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, 8(1), 57–68. https://e-journal.undikma.ac.id/index.php/prismasains/article/view/2766/1970
ILO. (2017). Sustainable development goals: Trade union reference manual on the 2030 agenda for sustainable development. ILO Publications. http://www.ilo.org/wcmsp5/groups/public/@ed_dialogue/@actrav/documents/publication/wcms_553141.pdf
Istiadi, Y. (2018). Environmental education is forgotten in the curriculum. https://www.unpak.ac.id/
Jumiatmoko, J. (2022). Gen Z teachers candidates: Perspective on early childhood moral religious values development. Child Education Journal, 4(3), 175–185. https://doi.org/10.33086/cej.v4i3.3009
Kamil, M. (2011). Non-formal education: Development through teaching and learning centers (PKBM) in Indonesia (A lesson from kominkan in Japan). Alfabeta.
Lunenburg, F. C. (2011). Key components of a curriculum plan: Objectives, content, and learning experiences. Schooling, 2(1), 1–4. http://www.nationalforum.com
Lutfauziah, A., Handriyan, A., Hartono, D., & Fitriyah, F. K. (2022). Environmental education in an Islamic perspective: An in-depth study based on sufism. Journal of Islamic Civilization, 4(1), 40–49. https://doi.org/10.33086/jic.v4i1.2852.
Mahat, H., Hashim, M., Saleh, Y., Nayan, N., & Norkhaidi, S. B. (2020). Transformation of education for sustainable development through low carbon schools community program. Journal of Turkish Science Education, 17(3), 429–442. http://88j.76d.mywebsitetransfer.com/index.php/tused/article/view/1100
Mangunjaya, F. M., Alikodra, H. S., Amin, A. A., & Abbas, A. S. (2012). Eco-pesantren design on the framework of sustainable development [IPB University]. https://repository.ipb.ac.id/handle/123456789/58523
Mardiyah. (2015). Kiai leadership in maintaining organizational culture. Aditya Media Publishing.
Metafisika, K., Azizah, R. N., & Fitriyah, F. K. (2022). The development process of Islamic STEAM activity storybooks for early childhood. Child Education Journal, 4(1), 1–12. https://doi.org/10.33086/cej.v4i1.2703
Mongar, K. (2022). Alignment of the environmental science textbooks, examinations and curriculum framework to achieve the teaching objectives. Journal of Turkish Science Education, 19(1), 52–70. http://88j.76d.mywebsitetransfer.com/index.php/tused/article/view/1682
Monroe, M. C., Andrews, E., & Biedenweg, K. (2007). A framework for environmental education strategies. Applied Environmental Education & Communication, 6(3), 205–216. https://doi.org/10.1080/15330150801944416
Morgado, S., Leite, L., & Dourado, L. (2022). Teaching for the contextualised learning of science: A checklist-based science curriculum analysis. Journal of Turkish Science Education, 19(4), 1072–1095. https://doi.org/10.36681/tused.2022.163
Munawar, M., & Suarja, Z. A. (2014). The relationship between knowledge of nature and the environment with student behavior in school environmental hygiene management at SMAN 15 Adidarma Banda Aceh. Serambi Saintia, 2(2), 134–142. https://doi.org/https://doi.org/10.32672/jss.v2i2.96
Palmer, J. (1998). Environmental education in the 21st century (1st Editio). Routledge. https://doi.org/10.4324/9780203012659
Riduwan. (2006). Methods and techniques for compiling thesis. Alfabeta.
Saprodi, E., Kastolani, W., & Ningrum, E. (2019). Integration of environmental education in Eco-pesantren Daarut Tauhiid Bandung. International Summit on Science Technology and Humanity, 713–720. http://hdl.handle.net/11617/11836
Soykan, A., & Atasoy, E. (2012). Historical development of non-formal environmental education in Turkey. Procedia - Social and Behavioral Sciences, 46, 736–743. https://doi.org/10.1016/j.sbspro.2012.05.190
Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., Swan, J., Wall, R., & Havlick, S. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30–31. https://doi.org/10.1080/00139254.1969.10801479
Sukmadinata, N. S. (2016). Curriculum development: Theory and practice. Remaja Rosdakarya.
Taba, H. (1962). Curriculum development: Theory and practice. Harcourt Brace Jovanovich, Inc.
UNESCO, U. (1977). The tbilisi declaration. Intergovermental Conference on Environmental Education, 3(1), 13–16. https://unesdoc.unesco.org/ark:/48223/pf0000032763
Yahya, M. S. (2013). Hidden curriculum in the education system. Jurnal Kependidikan, 1(1), 123–149.
Zuhri, Z. (2016). Convergentive design of Islamic boarding school curriculum (conception and application). Deepublish.
Downloads
Issue
Section
Published
License
Copyright (c) 2023 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
