Penelitian ini bertujuan untuk mengetahui : (1). Bagaimana pelaksanaan Pendidikan Agama Islam dalam pembentukan karakter religius, kreatif dan peduli lingkungan di PIAUD Sekitar Tempat Pembuangan Akhir Sampah (TPA) Jatibarang Kota Semarang? (2). Bagaimana Model Pendidikan Agama Islam dalam membentuk karakter religius, kreatif dan peduli lingkungan di PIAUD sekitar Tempat Pembuangan Akhir Sampah (TPA) Jatibarang Kota Semarang?.
Penelitian ini menggunakan pendekatan penelitian kualitatif fenomenologis. Teknik mencari data dengan cara observasi, wawancara, survey, focus group discussion (FGD) dan dokumentasi. Pengolahan data menggunakan, reduksi data, koding dan interaktif data. Validasi menggunakan teknik triangulasi. Analisis data menggunakan teknik analisis psiko-sosiologi, fenomenologis dengan pola berfikir induktif.
Hasil penelitian menunjukkan (1). Pelaksanaan secara integratif antara karakter religius, sopan santun / akhlak al karimah terhadap Allah Swt, manusia dan alam, kreatifitas dan peduli lingkungan. Sedangkan metode yang paling banyak digunakan guru adalah metode keteladanan, pembiasaan dan kompetisi. 2. Model PAI dalam membentuk karakter religius, kreatif dan peduli lingkungan di PIAUD sekitar Tempat Pembuangan Akhir Sampah (TPA) Jatibarang Kota Semarang menggunakan model pembelajaran klasikal, klasikal plus BCCT dan BCCT plus losepart dan STEAM. Ketika model-model tersebut digunakan secara mandiri satu persatu, didapati adanya kekurangan, maka dijumpai adanya upaya untuk melengkapi model-model pembelajaran tersebut dengan model kompetitif kooperatif secara terintegrasi dengan nilai agama Islam. Mereka menggunakan model pendidikan nilai secara Kompetitif Kooperatif dan Integratif (KKI).
Novelty model pendidikan nilai secara kompetitif-kooperatif integratif merupakan pengembangan dari teori kompetisi dan kooperasi berdasar riset yang dilakukan oleh Elizabeth A Sommerlad dan Bellingham, (1972), Brady dkk (1983), George Domino (1992), dan Chao Liu dan Peter La Freniere (2014). Model pendidikan nilai Kompetitif Kooperatif Integratif bisa memberikan nuansa integratif terhadap teori pendidikan karakter yang disampaikan oleh Thomas Lickona. Lickona menyampaikan bahwa tahapan pendidikan karkter mempunyai tiga tahap yaitu moral knowing, moral feeling dan moral acting, maka penelitian ini dapat memberikan nuansa kontribusi tahap keempat yaitu tahap moral integrating melalui pola kompetitif-kooperatif.
Saran bagi peneliti, pengelola lembaga pendidikan dan guru pendidikan Islam anak usia dini, hendaknya dapat memperhatikan model pendidikan PAI yang kontekstual dan berkontribusi dalam menyelesaikan berbagai persoalan dunia terutama pemanasan global (global warming).

ABSTRACT:
This study aims to determine: (1). How is the implementation of Islamic Religious Education to form religious, creative and environment care character in Early Childhood Islamic Education Institutions around Jatibarang landfill, Semarang City? (2). What is the Model of Islamic Religious Education to form religious, creative and environment care character in Early Childhood Islamic Education Institutions around the Jatibarang landfill, Semarang City?
This study used phenomenological qualitative research approach. Techniques for finding data used observation, interviews, surveys, focus group discussions (FGD) and documentation. Data process used data reduction, coding and interactive data. Data validation used triangulation techniques. Data analysis used psycho-sociological, phenomenological analysis techniques with inductive thinking patterns.
The research results show (1). The implementation of early childhood Islamic education to form religious, creative and environment care character at Early Childhood Islamic Education Institution around the Jatibarang landfill used integrative manner between religious character, creativity and environmental care character. Meanwhile, the methods most used by teachers are exemplary, habituation and competition methods. 2. The model of Islamic Religious Education to form religious, creative and environment care character at Islamic early childhood education around the Jatibarang landfill in Semarang City uses the classical learning model, classical plus BCCT and BCCT plus losepart and STEAM. When these models are used independently one by one, deficiencies are found. So there have effort to complement these learning models with a cooperative competitive model, integrated with Islamic religious values. Teachers use a competitive, cooperative and integrative (CCI) value education model.
The novelty competitive-cooperative integrative value education model is the development of competition and cooperative theory based on research conducted by Elizabeth A Sommerlad and Bellingham, (1972), Brady et al (1983), George Domino (1992), and Chao Liu and Peter La Freniere (2014). The Cooperative Integrative Competitive value education model can make an integrative contribution to the theory of character education presented by Thomas Lickona. Lickona said that the stages of character education have three stages, namely moral knowing, moral feeling and moral acting, so this research can contribute to the fourth stage, namely the moral integrating stage through a competitive-cooperative pattern.
Suggestions for researchers, managers of educational institutions and early childhood Islamic education teachers, should be able to pay attention to the model of Islamic Religious Education as contextual religious learning and contributes to solve various problems in the world, especially global warming.