Ecotheological Discourses in Arabic Reading Textbooks of Indonesian Madrasahs: Implications for Sustainability-Oriented Language Education

Faliqul Isbah; M. Fairuz Rosyid; Muhammad Hifdzy; Muhlisin Muhlisin; Nafidz Nurhanan; Husni Kholiluddin

doi:10.31000/kyst7115

Authors

Faliqul Isbah Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
M. Fairuz Rosyid Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Muhammad Hifdzy Bursa Uludağ Üni̇versi̇tesi̇
Muhlisin Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Nafidz Nurhanan Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Husni Kholiluddin Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

DOI:

https://doi.org/10.31000/kyst7115

Keywords:

Ecotheology, Arabic language education, Critical Discourse Analysis, sustainability-oriented language education, qirā’ah textbooks

Abstract

Environmental degradation has intensified global attention toward the integration of sustainability values into education, including language education. While Islamic environmental ethics have been widely explored in theological studies, little attention has been paid to how ecotheological values are represented within Arabic language learning materials. This study investigates the representation of ecotheological discourse in the qirā’ah (reading) texts of Indonesian Madrasah Aliyah Arabic textbooks published by the Ministry of Religious Affairs and examines their implications for sustainability-oriented language education. Employing a qualitative library research design, the study analyzes the textbooks for Grades X, XI, and XII using Norman Fairclough's Critical Discourse Analysis, complemented by an ecotheological framework derived from Qur'anic concepts of khilāfah, amānah, mīzān, iṣlāḥ, and the prohibition of fasād. The findings reveal that ecotheological values are consistently embedded throughout the reading texts, predominantly through implicit narratives emphasizing environmental stewardship, cleanliness, productive resource management, social responsibility, ecological balance, and appreciation of God's creation. These discourses position Arabic language learning not merely as linguistic instruction but as a pedagogical medium for cultivating ecological awareness, ethical responsibility, and spiritual reflection. The study further argues that Arabic language education possesses significant potential to contribute to Sustainability-Oriented Language Education by integrating linguistic competence with ecological and religious values. This research expands the discourse on Islamic environmental education by demonstrating how language textbooks function as instruments for transmitting sustainability ethics and provides conceptual guidance for curriculum developers, textbook authors, and educators seeking to embed ecotheological perspectives into Arabic language instruction.

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