Religious Education in Agricultural Environments: Integrating Islamic Teachings and Agricultural Practices for Holistic Student Development

Abstract

This study explores a unique approach combining religious education with agriculture at Al Kautsar Integrated Islamic Elementary School in Kudus, Indonesia. Notable for its farmlands, the school integrates agricultural practices with religious studies. Employing a descriptive-thematic method, the research discussed in this article involved collecting data through semi-structured interviews with key stakeholders and analyzing school documents to understand the integration process. Thematic analysis revealed that integrating the Islamic concept of tadabbur (contemplation of nature) in second-grade (typically around seven or eight years old) religious studies, alongside practical farming, enhances student engagement and reduces home-learning monotony. This model fosters nature appreciation, agricultural skills, and emotional well-being. Practical implications suggest that educators can adopt similar integrative approaches to enhance student engagement and well-being. Policymakers should consider supporting schools with resources for environmental education to foster holistic development. However, the applicability of this model is limited by the specific cultural and religious context, the availability of resources such as farmland and educational infrastructure, and the level of commitment from stakeholders, necessitating adaptation and further research to address these challenges in diverse environments.