Implementasi Metode Pembelajaran Eksploratif dalam Mengintegrasikan Nilai-Nilai Eko-Teologi pada Mata Pelajaran Pendidikan Agama Islam di Sekolah SMP Terpadu YPP Jamanis Desa Karangbenda, Kecamatan Parigi, Kabupaten Pangandaran: Pengabdian

Dede Rubai Misbahul Alam; Akmal Rizki Gunawan Hasibuan; M. Muslim Taman; Aditya Bujava; Nazriyah; Jaenal Mutaqin; Puad Zen; Fitra Arya Yanuar; Saidah; Moh Naufal Zidni; Doni Kurnianto

doi:10.31004/jerkin.v4i1.1817

Authors

Dede Rubai Misbahul Alam Universitas Islam 45 Bekasi
Akmal Rizki Gunawan Hasibuan Universitas Islam 45 Bekasi
M. Muslim Taman Universitas Islam 45 Bekasi
Aditya Bujava Universitas Islam 45 Bekasi
Nazriyah Universitas Islam 45 Bekasi
Jaenal Mutaqin Universitas Islam 45 Bekasi
Puad Zen Universitas Islam 45 Bekasi
Fitra Arya Yanuar Universitas Islam 45 Bekasi
Saidah Universitas Islam 45 Bekasi
Moh Naufal Zidni Universitas Islam 45 Bekasi
Doni Kurnianto Universitas Islam 45 Bekasi

DOI:

https://doi.org/10.31004/jerkin.v4i1.1817

Keywords:

Contextual Islamic Values, Ecological Awareness, Eco-Theology, Exploratory Learning, Islamic Religious Education

Abstract

This community engagement activity aims to describe the implementation of an exploratory learning method in integrating eco-theological values into Islamic Religious Education (PAI) at SMP Terpadu YPP Jamanis, Pangandaran. The study focuses on lesson planning, exploratory strategies, in- and out-of-class activities, and student involvement in connecting Islamic teachings with environmental issues. Using a qualitative case study approach, data were collected through interviews, participant observation, and documentation. Findings show that teachers designed contextual learning using the surrounding environment as a learning medium, applying strategies such as field observation, case studies, reflective discussions, and mini projects. PAI materials were developed thematically, linking environmental issues with Quranic verses through a contextual hermeneutic approach. Learning activities were dynamic, involving both visual media in the classroom and direct observation outside. Students actively participated and began applying eco-theological values in daily life. This learning model effectively fosters religious awareness and sustainable environmental responsibility.

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