Pranata Mangsa as Ecological Wisdom in Islamic Education: A Contextual STEM Model for Young Farmers in the Bromo Highlands of Probolinggo
Abstract
Global ecological disruption increasingly requires educational approaches that connect scientific reasoning, local ecological knowledge, and religious ethics in responding to environmental change. This study examines Pranata Mangsa as ecological wisdom within Islamic education and constructs a contextual STEM model for young farmers in the Bromo Highlands of Probolinggo, Indonesia. A qualitative case-study design was employed in Sukapura, Probolinggo. Data were generated through field observations and semi-structured interviews with young farmers, senior farmers, Islamic education actors, and agricultural extension workers and were analyzed using reflexive thematic analysis. The findings indicate that Pranata Mangsa functions not merely as a traditional agricultural calendar but as an adaptive ecological knowledge system encompassing seasonal indicators, soil conditions, biological signs, farming practices, and intergenerational experience. The analysis further reveals a convergence between traditional seasonal knowledge and contemporary weather information, indicating epistemic hybridization rather than the displacement of local knowledge. Islamic ecological values, particularly khalifah, amanah, mizan, and maslahah, provide an ethical framework for interpreting environmental responsibility and agricultural decision-making. These findings inform the construction of a contextual STEM model integrating local ecological knowledge, Islamic environmental ethics, scientific inquiry, technology use, and evidence-based agricultural decision-making. The study contributes to environmental education by positioning local wisdom and Islamic ecological ethics as complementary foundations for contextual STEM learning, scientific literacy, and sustainable agricultural practices among young farmers.
References
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Busch, K. C., & Rajwade, A. (2024). Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts. Science Education, 108(5), 1231–1268. https://doi.org/10.1002/sce.21871
Danugroho, A., Rustinsyah, R., Adib, M., Ardyawin, I., Idris, U., & Habib, M. A. F. (2025). Ritual, ecology, and climate change: An ethnoecological study of agricultural communities in East Java. Social Sciences and Humanities Open, 12, 102061. https://doi.org/10.1016/j.ssaho.2025.102061
Druker-Ibáñez, S., & Cáceres-Jensen, L. (2022). Integration of indigenous and local knowledge into sustainability education: A systematic literature review. Environmental Education Research, 28(8), 1209–1236. https://doi.org/10.1080/13504622.2022.2083081
Herdiansyah, H., Jokopitoyo, T., & Munir, A. (2016). Environmental awareness to realizing green Islamic boarding school (eco-pesantren) in Indonesia. IOP Conference Series: Earth and Environmental Science, 30(1), 012017. https://doi.org/10.1088/1755-1315/30/1/012017
Hosen, N., Nakamura, H., & Hamzah, A. (2020). Adaptation to climate change: Does traditional ecological knowledge hold the key? Sustainability, 12(1), 1–18.
Irawan, B. (2022). Islamic boarding schools (pesantren), Sufism and environmental conservation practices in Indonesia. HTS Teologiese Studies/Theological Studies, 78(4), a7073. https://doi.org/10.4102/hts.v78i4.7073
Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Roberts, T., Yost, C., & Fowler, A. (2021). Equity-oriented conceptual framework for K-12 STEM literacy. International Journal of STEM Education, 8, 38. https://doi.org/10.1186/s40594-021-00294-z
Khusniati, M., Parmin, & Sudarmin. (2017). Local wisdom-based science learning model through reconstruction of indigenous science to improve student's conservationist character. Journal of Turkish Science Education, 14(3), 16–23.
Kim, E.-J. A., Asghar, A., & Jordan, S. (2017). A critical review of traditional ecological knowledge (TEK) in science education. Canadian Journal of Science, Mathematics and Technology Education, 17(4), 258–270. https://doi.org/10.1080/14926156.2017.1380866
La Fua, J., Nurlila, R. U., Gunawan, F., & Wekke, I. S. (2018). Islamic education on formation of environmental awareness in Pondok Pesantren Indonesia. IOP Conference Series: Earth and Environmental Science, 156, 012035.
Lestari, N., Paidi, & Suyanto, S. (2024). A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2394. https://doi.org/10.29333/ejmste/14152
Li, W.-T., & Shein, P. P. (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 692–714. https://doi.org/10.1080/13504622.2022.2098933
Lutfauziah, A., Al Muhdhar, M. H. I., & Rohman, F. (2023). Curriculum development for environmental education at an Islamic boarding school. Journal of Turkish Science Education, 20(3), 490–503.
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). The effect of applying the Ethno-STEM-project-based learning model on students' higher-order thinking skill and misconception of physics topics related to Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13.
McClain, L. R., Chiu, Y.-C., & Zimmerman, H. T. (2022). Place-based learning processes in a family science workshop: Discussion prompts supporting families' sensemaking and rural science connections using a community water model. Science Education, 106(3), 645–673. https://doi.org/10.1002/sce.21706
Rahmat, M. B., Masruchin, & Fauzan. (2025). The idea of Islamic ecotheology in responding to the global environmental crisis: An analysis of the concepts of Khalifah, Mīzān, and Maṣlaḥah. Indonesian Journal of Islamic Theology and Philosophy, 7(1), 93–110. https://doi.org/10.24042/ijitp.v7i1.83585
Rasmawan, R., Haryani, S., Susilaningsih, E., & Handayani, L. (2025). Integrating indigenous knowledge in science education: A systematic review of strategies, models, and impacts. Journal of Teaching and Learning, 19(5), 206–225.
Rohmatulloh, R., Hasanah, A., Sahlani, L., & Zuhri, M. T. (2023). Energy-saving triangle: Internalizing Islamic ethical values on energy saving in integrative learning. Religions, 14(10), 1284. https://doi.org/10.3390/rel14101284
Timko, G., Harris, M., Hayde, D., & Peterman, K. (2023). Sustainable development of community-supported STEM-learning ecosystems in rural areas of the United States. Community Development Journal, 58(3), 492–511. https://doi.org/10.1093/cdj/bsac016
Ubisi, N., Kolanisi, U., Jiri, O., & Tshitangano, F. (2023). Spatial distribution of indigenous climate indicator development for rural smallholder farmers in Nkomazi local municipality, South Africa. Climatic Change, 176, 126. https://doi.org/10.1007/s10584-023-03536-x
Wakhidah, N., & Erman, E. (2022). Examining environmental education content on Indonesian Islamic religious curriculum and its implementation in life. Cogent Education, 9(1), 2034244. https://doi.org/10.1080/2331186X.2022.2034244
Wiyarsi, A., Prodjosantoso, A. K., & Nugraheni, A. R. E. (2021). Promoting students' scientific habits of mind and chemical literacy using the context of socio-scientific issues on the inquiry learning. Frontiers in Education, 6, 660495. https://doi.org/10.3389/feduc.2021.660495
Zabidi, F. N. M., Abd Rahman, N., & Halim, L. (2021). Integration of Islamic values for environmental conservation: An analysis of school textbooks. Religions, 12(7), 509. https://doi.org/10.3390/rel12070509
Zulfa, S., Laili, S., Sumaryani, S., Saraswati, G. P. D., Anjaniputra, A. G., Anam, Z., Dawson, V., Astuti, R., & Pangastuti, Y. (2025). Locally grown seeds, natural fertilizer, and pranata mangsa: Women farmers practicing sustainable agriculture while contesting the Green Revolution in Indonesia. Asian Journal of Women's Studies, 31(1), 1–25. https://doi.org/10.1080/12259276.2025.2465003
Copyright (c) 2025 Khoiriyah Khoiriyah, Heri Rifhan Halilin, Azyanzuhaila binti Hasan Basri
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BIP is under the Creative Commons Attribution 4.0 International License, according to which:
1) Authors retain copyright with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgment of authorship and the initial publication in this journal.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
