Evaluation Analysis Study of the Integration of Islamic Values in Sociology Learning in Fostering Islamic Character
DOI:
https://doi.org/10.17977/um021v9i12024p20-35Keywords:
Evaluation, Integration, Islamic Character, Values, Sociology LearningAbstract
The discovery of a dichotomy between general science and religious science both in terms of
theory and practice in the implementation of learning at the elementary / junior high school / high
school / equivalent and university levels in Indonesia causes various problems. The purpose of
this study is to find a hypothetical model of evaluating the integration of Islamic values in sociology
learning in fostering Islamic character at SMA PGII 2 Bandung. This research uses a qualitative
approach and descriptive method of case study types. The researcher acts as the main
instrument. Data retrieval techniques with interviews, observations, and documentation studies.
Data analysis techniques with data reduction, data coding, data display, interpretation of findings
and drawing conclusions. Test the credibility of the data by extending the research time,
increasing perseverance, triangulating data, using reference materials and focus group
discussions. Based on the results of the study, the evaluation of the integration of Islamic values
in sociology learning at SMA PGII 2 Bandung has not occurred comprehensively. The evaluation
in sociology learning has been systematically planned. Aspects evaluated as well as planning in
learning tools include aspects of attitudes, knowledge, and skills. The attitude evaluation
instrument in sociology learning is almost the same as schools in general, namely using an
attitude evaluation instrument based on the 2013 curriculum. However, in its implementation, the
emphasis on evaluation is still dominant in the aspect of knowledge. The development of social
attitudes and skills of students after participating in sociology learning integrated with Islamic
values has not been felt thoroughly, because the attitudes assessed have not been integrated
with ilāhiah values. On the other hand, the written evaluation of the integration of Islamic values
in sociology learning at the level of material substance has not been integrated, because the
teacher only evaluates the material as it is in the package book.
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