Eco-Theological Curriculum Governance in Islamic Religious Education: A Psycho-Educational Perspective in Madrasah Aliyah
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Background: The global ecological crisis has increasingly been recognized not only as an environmental problem but also as a moral, spiritual, and educational challenge. In response, Islamic education, particularly in Madrasah Aliyah, is expected to play a strategic role in fostering environmental religious consciousness through an integrated curriculum approach. This study explores eco-theological curriculum governance in Islamic Religious Education and its contribution to the development of students’ environmental religious awareness from a psycho-educational perspective. Method: The research is situated within the framework of Islamic Education Management by integrating ecotheology, curriculum governance, and good governance principles. Using a qualitative case study approach, this research examines the implementation of curriculum governance at MAN 1 Kotawaringin Timur, focusing on planning, organizing, implementing, and evaluating PAI learning infused with ecological values. Result and Discussion: The findings indicate that eco-theological values are not only embedded in curriculum documents but are also actualized in school culture, environmental programs, and students’ daily practices. This reflects a shift from a normative-textual orientation toward a transformative-practical paradigm in Islamic education, particularly through the internalization of khalifah fil ardh and ecological amanah. From a psycho-educational perspective, this integration contributes to the formation of environmental religious consciousness by linking cognitive understanding, affective engagement, and behavioral transformation among students. However, the study also identifies challenges, including uneven teacher pedagogical competence in contextualizing Eco theological values and an evaluation system that remains predominantly administrative rather than character based. Conclusion: The study concludes that strengthening eco-theological curriculum governance requires enhancing teacher competencies, developing ecological character-based assessment instruments, and reinforcing institutional collaboration. This research offers a theoretical contribution to Islamic education management and a practical model for developing environmentally responsive Islamic education in Madrasah Aliyah.
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