Holistic Assessment Model in Environmental Theology-Based Climate Change Education for Early Childhood

Dewi Mulyani; Asep Herry Hernawan; Laksmi Dewi

doi:10.35445/alishlah.v18i2.9433

Holistic Assessment Model in Environmental Theology-Based Climate Change Education for Early Childhood

Dewi Mulyani, Asep Herry Hernawan, Laksmi Dewi

Abstract

Climate change education (CCE) has become an essential component of early childhood education to foster environmental awareness and sustainable behaviors from an early age. Although Indonesia’s Kurikulum Merdeka incorporates environmental themes, assessment practices remain largely fragmented and rarely integrate cognitive, affective, behavioral, and spiritual dimensions, particularly within the framework of Islamic environmental theology. This study aimed to develop and preliminarily validate a holistic assessment model for early childhood climate change education by integrating Islamic environmental theology with authentic assessment practices. A convergent parallel mixed-methods design was employed involving 47 early childhood teachers, school principals, and educational stakeholders selected through purposive sampling. Data were collected using structured interviews, participatory observations, questionnaires, and document analysis. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis and integrated using a joint display approach. The proposed assessment model was refined through expert judgment and content validation. The findings indicate strong practitioner support for the proposed framework, with all assessment indicators achieving mean scores above 4.00 on a five-point scale. Direct observation and portfolio assessment emerged as the most appropriate authentic assessment strategies, while syukur (gratitude) was identified as the strongest theological indicator underpinning children’s environmental stewardship. However, a participation gap was found, reflecting limited continuity of environmental practices within families and communities. The validated model provides a culturally responsive assessment framework that integrates authentic assessment with Islamic environmental theology, offering educators a practical approach to evaluating children’s holistic development while strengthening environmental responsibility and sustainability values in early childhood education.

Keywords

climate change education; holistic assessment; islamic environmental theology; early childhood education; stewardship (amanah)

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DOI: https://doi.org/10.35445/alishlah.v18i2.9433