Learning in schools is a means to instill and develop environmental care and culture because schools are considered a strategic means to carry out enlightening ecological education activities, namely activities to foster an attitude of empathy for the environment and nature, not consumptive, not selfish and greedy in the use of the environment. Thus, efforts are needed to reformulate the concept of learning religious education based on ecology that can be used to improve our education in Indonesia in the midst of an environmental awareness crisis. 

One of the serious problems faced by the world of education today is the weak implementation of the knowledge gained in schools. Students get high grades in learning but changes in attitudes and behaviors are not directly proportional. Similar to the learning of Islamic religious education, there is a lot of moral material but few that animate morality, especially morals towards the environment. 

Environmental education needs to be taught at every level of education, from early childhood education to higher education. Environmental education for early childhood and adolescents is directed at developing aspects of children's attitudes and behaviors to understand the importance of the environment for life, caring for and maintaining the environment that leads to positive values that are integrated in daily life [1].

From several studies, the learning of Islamic religious education in schools is less successful due to the selection and use of methods that are less varied and touch the psychology and awareness of students. So educators are required to have the ability to choose relevant methods so that students can easily understand, digest, and reflect on the lessons learned in class. 

The position of educators as an important component in education, is very large and strategically influential. An Islamic religious education educator does not only strive for the subject matter that will be given to students, but must be able to understand and know various methods in conveying learning materials or science and its application. In learning, the failure of a method is when the method becomes a place to lean for too long, causing a person to be unable to be independent and dependent on the method [2].

In the application of ecology-based Islamic religious education learning in schools, especially schools, of course, choosing a method that is in accordance with the meter and applying it in learning is a must for educators which is expected to facilitate the achievement of the goals of Islamic education itself. And one of the goals of Islamic education is to make students have faith and piety in various ways, especially having ecological piety. At schools, the school's policy to foster students' attention to ecology or the environment is shown by the existence of a cleanliness competition program between classes, clean Friday activities and a hobby movement to plant trees. Likewise, in learning, teachers make many innovations and strategic efforts in learning to improve the quality of education. With this paradikma, it is very urgent to further research and study of the reconstruction of the ecology-based PAI learning method at schools.

The research method uses a qualitative approach of the type of case study. The data sources were taken from school principals, educators, PAI teachers and students. The data collection technique uses interview, observation, and documentation methods. Data analysis, namely:

• Data reduction
• Data display
• Verification

Facts of Learning Islamic Religious Education (PAI)

The essence of Islamic education is the process of change towards a positive direction. Education in the context of change in a positive direction is synonymous with da'wah activities which are usually understood as an effort to convey Islamic teachings to the community. Education has a close relationship with God which is prophetically guided by the holy book of the Qur'an. In essence, the implementation of Islamic education at the beginning of its revival was driven by faith and a high commitment to its religious teachings. It can be understood that the essence of Islamic education lies in the criteria of faith and its commitment to the teachings of Islam itself. In line with this statement, Ahmad D. Marimba also defines Islamic education as a physical and spiritual guidance based on the laws of Islamic teachings towards the formation of the main personality according to Islamic measures [4]. The quote from the definition can be formulated that Islamic education has three aspects in it, namely; First, it is a guide for the development of physical and spiritual abilities. Second, this development is directed based on Islamic teachings, which are sourced from the Qur'an, al-Sunnah, and ijtihad. Third, these efforts aim to form an ideal Muslim according to Islamic measures.

Meanwhile, learning Islamic education is an effort to make students can learn, need to learn, be encouraged to learn, the body is interested in continuously learning Islam, either for the sake of knowing how to do the right religion or studying Islam as knowledge that results in some relatively permanent changes in a person's behavior that is good cognitive, effective, and psychomotor.[5] Islamic religious education learning is a teaching and learning process where there is interaction and reciprocity between teachers as facilitators or transfer of knowledge and students as recipients of knowledge that is consciously carried out in the formal environment, namely schools. Besides that, of course, learning must also have supporting aspects such as methods that are a way of teaching, media in the form of equipment used to convey knowledge or information, ideas to students, suggestions which include daily experiences and creative and innovative educators, a conducive educational environment so that the growth and development of students can grow into adults, and avoid bad habits and influences of peer associations, and inclusive evaluations or assessments that are an effort to understand the success and delay in achieving educational goals.

The teaching of Islamic religious education here is a series of activities to study Islamic religious materials. Where all of these aspects aim so that students can practice and practice the knowledge they get so that they understand and implement it well so that they can avoid the negative things they encounter in the environment around them in order to get success in this world and the hereafter.

Based on the meaning of Islamic religious learning and education, it can be interpreted that the essence of Islamic Religious Education learning is a conscious process to foster, direct, and develop the potential of students in the aspects of faith, morals, and science, based on Islamic teachings contained in the Qur'an and al-Hadith to achieve happiness in this world and the hereafter. PAI learning aims to form human beings who are faithful, pious, noble in character, and able to practice the teachings of Islam in daily life.

Social Reconstruction as a Basis for Learning

The social reconstruction approach assumes that humans are social creatures who in their lives always need other humans, always live together, interact and work together. The characteristic of social construction learning is the development of collaboration that contributes to each other in producing knowledge and value in a person. Muhaimin as quoted by Khaerunnisyah said that it is through coexistence and cooperation that humans can live, develop and be able to meet the needs of life and solve various problems faced The view of social reconstruction develops because of the belief in the ability of humans to build a better society and the role of education in solving social and environmental problems [4].

In learning, Constructivism is a school in educational philosophy that has been quite popular in recent decades. Constructivism comes from two words, namely constructivism and ism. Konstruktivcan be interpreted as fostering, repairing, and building. While Ism means understanding or flow. Constructivism is a school of philosophy of knowledge that emphasizes that knowledge is the result of self-construction. The constructivist view of learning states that students are given the opportunity to use their own strategies in conscious learning, while educators guide students to a higher level of knowledge [5]. So it can be understood that in constructing the learning method, namely the way of teaching or guiding students to find and build as much knowledge as possible based on experience in their learning activities directly in the school's social environment and the school's natural environment.

Efforts to Reconstruction of Ecology-Based PAI Learning Methods at Schools

Learning Objective Construction

Education and learning of Islamic religious education based on ecology is an effort to implement Islamic values in the overall learning of Islamic Religious Education to achieve a certain goal, namely strengthening ecological awareness. These Islamic values are taken from the source and basis of Islamic religious teachings, as contained in the Qur'an and As-Sunnah. Thus, Islamic religious education is provided to students in schools in order to strengthen ecological wisdom based on the Qur'an and As-Sunnah. 

In the context of strengthening environmental awareness in students at school, among the materials or teaching materials of Islamic Religious Education that can be given to students, for example about environmental fiqh. In the fiqh lessons given, it often touches more on the relationship between humans and God (hablumminallah) and the problem of human relations (hablumminannas). There are still very few fiqh studies that specifically talk about the pattern of human relations with nature (the environment). Material on faith and morals can also insert values of love for the environment, such as material on repentance. There are two models of repentance that are commonly understood in Islam. First, for individuals who commit mistakes or sinful acts of a personal nature, the model of repentance taught is that he asks for forgiveness directly from God with the sincere intention not to repeat it again. At this level, the model of repentance tends to be simple, because it is only vertically oriented to God. Second, it concerns the fault or sin of an individual involving another individual or human being such as acts of tyranny or debts. Regarding sins or offenses involving other human beings or commonly called social sins, scholars generally agree that vertical repentance alone is not enough. At this level, vertical repentance with God and horizontal forgiveness from other human beings must go hand in hand [8]. In addition, sins against the environment are not realized and considered not something necessary to perform rituals of repentance, even though repentance for sins against the environment cannot be erased by simply apologizing without any improvements to the environment. When you look deeper into the teachings of Islam, you will find God's hatred and threat to anyone who does damage on earth.

The development of environmental awareness in Islamic education can be implemented through the development of an environment-based curriculum. The development of an environment-based curriculum is characterized by;

• The development of environmental and culture-based learning methods is evidenced by provocative actions that encourage the creation of caring and environmentally cultured characters, and environmental education is carried out in a proportional manner between theory and practice.

• The development of curricular and co-curricular activities in increasing students' knowledge and awareness of the environment as evidenced by the realization of environmental education protection and management activities related to the implementation of the curriculum.

• The availability of at least 10 book titles relevant to environmental issues is accompanied by documentation of student learning outcomes in environmental education [6].

Construction of Learning Methods

In the context of strengthening ecological awareness through learning Islamic Religious Education in Schools, an educator can use various methods and various variations. As Musfira used by PAI teachers at schools use varied learning methods that are conditioned with materials or teaching materials in PAI learning. Learning religious education outside of school using natural exploration such as the outdoor learning method, is a learning method in the independent learning program. Freedom of learning is defined as a freedom to innovate and act in learning. In line with what Husniatisaid,  theoutdoor learning  method(learning outside the classroom) is a learning method that is quite alternative and quite good, especially to eliminate student boredom due to learning in the classroom. The selection of learning methods is formulated based on the objectives and suitability of the learning material. Varied learning methods allow teachers to deliver material and conduct learning inside and outside the classroom. Meanwhile, the selection of the outdoor learning method  is an effort by Islamic religious education teachers to carry out a series of activities outside the classroom as an innovation of ecology-based PAI learning methods.

Learning Process Construction

In the process of constructing the ecology-based PAI learning method at SMAN 2 Bone, the construction of the learning method is by reformulating the process of applying student learning, selecting the outdoor learningmethod with the 3i strategy, (identification, inventory, and intervention) is an effort by educators in internalizing Islamic religious education knowledge with ecological knowledge obtained in real life or based on the experience of participants educated directly. The identification process is a series of learning activities for students in observing and collecting data and facts in the school environment and the school social environment related to the form of actions related to PAI material that is closely related to ecological behavior. At the inventory stage, students carry out mapping, grouping and classification in the form of artificial or ecological problems obtained from identification activities. The intervention stage is a decisive stage where students are required to conclude the results of the inventory stages obtained from their group discussions. This is in line with the results of the researcher's observation in observing each stage of the PAI learning process at schools which shows a series of learning of students and teachers guiding and providing assistance. The learning process is in line with Woolfolk's view of the Constructivism approach as learning that emphasizes the active role of students in building understanding and giving meaning to the information or events they experience [7].

The significance of a learning activity is very related to the educator's teaching method and the activeness of students. Therefore, whatever the learning method, it must involve the activeness of students and must produce meaningful learning [7]. The teaching methods used by PAI teachers in integrating environmental issues can include a variety of innovative approaches. One effective approach is constructive learning, where students are invited to understand and practice Islamic values in the context of daily life [8]. It should be remembered that in learning students are actively involved mentally, not just listening to concepts passively. This aims to enable students to construct their knowledge, experience, and skills which in turn will be able to be applied in their lives and transferred to others [9]. This is what is needed now in the learning of Islamic religious education in public schools to construct the meaning of learning towards a new paradigm of learning that is more student-centered, prioritizes learning over teaching, prioritizes the ability to live and practice knowledge, encourage students' ability to be creative, imaginative, progressive, independent, have intellectual balance, conscience and morals [10]. 

Constructing Learners' Knowledge

Constructivist theory understands that knowledge cannot simply be transferred from educators to others or their learners because everyone has their own scheme of what they know. Knowledge formation is a cognitive process where there is a process of assimilation and accommodation to achieve a balance so that a new scheme is formed [11]. Ecological knowledge teaches an understanding of the mutual relationship between humans and the environment. Learners learn that their actions can have a profound impact on ecosystems and human life as a whole. By building and instilling habits in school to students, considering that they are experiencing rapid development in cognitive, affective, and psychomotor terms [12]. The knowledge gained in learning is based on students' awareness which is expected to have an impact on changes in perspectives and attitudes, especially having ecological wisdom, so that students have concern for the surrounding environment, in other words, ecological piety. It can be said that the learning of Islamic religious education is no longer just a theory or a practice that has no basis in Islamic teachings, but the integration of the two aspects. In line with the idea of Islamic education Hasan Langgulung who said that Islamic education includes theory and practice, the two are not to be contradicted dichotomously, but are a unit that cannot be separated [13]. 

With the process of active and fun learners through the ecology-based method, it is an innovation for teachers at schools to instill and change the character of students to be better for their environment.

Learning Environment Construction

Another effort is made by educators in building an ecology-based Islamic religious education learning method, namely by utilizing the school environment as a place to learn. The environment or the surrounding nature is a very fun place for learners to play. In addition to playing, nature can also be used as a place for educational development [14]. 

Risky Adiaty Arifah as a PAI teacher of schools said that the school environment is adequate to be used as a place to learn. Facilities to support learning activities carried out in the school environment. So the school environment as a means and a student learning environment as an alternative to outdoor learning. In line with what was conveyed by the principal, Mr. Muhammad Tahir in an interview excerpt said that a spacious and shady place will increase the enthusiasm of students to learn, because learning does not have to be in the classroom. As the saying goes, nature is the most beautiful classroom and a stage for students to express everything. In addition, the environment or surrounding nature is a very fun place for students to play. In addition to playing, nature can also be used as a place for educational development.

The meaning of learning can also be seen from the learning process in real life. By utilizing the teaching material resources in the environment, students then make direct observations. In this form, students are oriented to problems around real life, as well as a process of activity and creativity of students in understanding problems around competencies that must be mastered. The basic thing of this method is that it is hoped that it will be able to facilitate the process of mastering the competencies that must be mastered, because the activities of students directly make observations in the field [15]. 

Various discussion activities and doing group tasks can be observed by researchers in field observations. The learning atmosphere in the school environment, which is often used by educators as an alternative to the learning environment, is also a means for students to rest and repeat the learning they get in the classroom. In line with the research of Husnussaadah et al., seeing a comfortable learning environment is a factor that supports students' speed in absorbing learning and improving memorization skills [16]. This can be understood as one of the strategic efforts of teachers. The environmental utilization strategies used in PAI learning at schools are; First; Field practice, this technique is carried out in 3 ways, namely; Making the prayer room a place of education through several activities such as prayer, funeral practices, lectures and other religious activities. The use of the gasebo building for PAI learning such as discussions and group work. And the use of ecologically-oriented PAI learning activity pages with varied models and methods. Second, the integration of PAI materials through the social environment and the surrounding natural environment. This activity is an activity that intends to enable students to know, understand, and study subject matter related to the social environment and the natural environment which also aims to enable students to adjust or align themselves with the natural environment and the social environment so that it can have an impact on students' understanding and be able to create and foster ecological piety that is in harmony with Islamic teachings [17]. This integration activity is also carried out by bringing something that is already available in the natural environment that can help educators to explain a material with real circumstances and waste management activities such as plastic bottles, cardboard which are used as crafts by providing examples of real events that exist in the school's social environment that have a connection with PAI learning materials [18].

Reconstruction of the learning method of ecology-based Islamic religious education at schools, namely.

• Constructing learning objectives, learning Islamic religious education to achieve a goal, namely strengthening ecological awareness

• Constructing an ecology-based PAI learning method through an outdoor learningmethod with a 3i strategy (identification, inventory, and intervention) that trains educators' creativity in managing learning and strengthens their role as facilitators.

• Constructing a fun and active PAI learning process with the application of outdoor learning methods, which makes students more free to absorb as much knowledge as possible obtained from the surrounding environment. 

• Construct students' knowledge by integrating religious knowledge and ecological knowledge, connecting pre-existing knowledge, with new knowledge received from direct learning experiences in the school environment or the surrounding nature.

• Constructing a learning environment, the use of the school environment as a learning environment for students is an effort by educators in constructing a learning environment that allows students to carry out a series of scientific independent learning activities. Such as conducting observations, data analysis and simple experiments that can be done directly in the school environment.

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