Evaluasi Pelaksanaan Pembelajaran Pendidikan Agama Islam dalam Meningkatkan Kompetensi Spiritual dan Sosial Peserta Didik

Abstract

Islamic Religious Education (IRE) plays a strategic role in developing students' spiritual and social competencies as an integral part of achieving the goals of national education. However, the implementation of IRE learning in schools continues to face challenges, particularly in optimizing instructional practices so that they not only emphasize cognitive achievement but also foster the internalization of religious and social values in students' daily lives. Therefore, evaluating the implementation of IRE learning is essential to determine program effectiveness and identify areas requiring improvement to strengthen students' character development. This study aimed to evaluate the implementation of Islamic Religious Education in improving students' spiritual and social competencies using the Context, Input, Process, Product (CIPP) evaluation model. The research employed a qualitative evaluative approach. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals, Islamic Religious Education teachers, and students selected using purposive sampling. Data credibility was ensured through source triangulation, technique triangulation, and member checking. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that the implementation of Islamic Religious Education has been carried out effectively across all CIPP evaluation components. The learning objectives are aligned with the school's vision and students' needs and are supported by competent teachers, appropriate learning resources, and adequate educational facilities. The learning process encourages active participation through discussion, reflection, and the habituation of Islamic values. Furthermore, the implementation of IRE contributes positively to improving students' spiritual and social competencies, as reflected in their religious attitudes, discipline, responsibility, social awareness, and collaborative skills. Nevertheless, the integration of educational technology and the diversification of instructional strategies should be further enhanced to improve the effectiveness and sustainability of Islamic Religious Education.