EVALUASI PEMBELAJARAN PAI DAN BUDI PEKERTI DENGAN MENGGUNAKAN MEDIA DIGITAL KELAS XI SMAN 12 BANDAR LAMPUNG

ELY, KARTIKA (2026) EVALUASI PEMBELAJARAN PAI DAN BUDI PEKERTI DENGAN MENGGUNAKAN MEDIA DIGITAL KELAS XI SMAN 12 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Perkembangan teknologi informasi telah membawa perubahan dalam berbagai aspek pendidikan, termasuk evaluasi pembelajaran. Dalam pembelajaran Pendidikan Agama Islam (PAI) dan Budi Pekerti, evaluasi tidak hanya berfungsi mengukur kemampuan kognitif peserta didik, tetapi juga menilai aspek afektif dan psikomotorik. Pemanfaatan media digital dalam evaluasi pembelajaran menjadi salah satu upaya untuk meningkatkan efektivitas proses penilaian. Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, serta bentuk dan aspek evaluasi pembelajaran PAI dan Budi Pekerti dengan menggunakan media digital pada siswa kelas XI SMA Negeri 12 Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Informan penelitian terdiri atas Wakil Kepala Sekolah Bidang Kurikulum, guru PAI dan Budi Pekerti kelas XI, serta siswa kelas XI. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dilakukan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perencanaan evaluasi pembelajaran PAI dan Budi Pekerti berbasis media digital telah disusun secara sistematis dengan mengacu pada tujuan pembelajaran, indikator pencapaian, dan karakteristik materi. Guru merancang instrumen, teknik, dan media evaluasi digital dengan supervisi Wakil Kepala Sekolah Bidang Kurikulum, meskipun masih terdapat kendala berupa keterbatasan waktu dan kemampuan teknologi sebagian guru. Pelaksanaan evaluasi dilakukan melalui metode sinkron dan asinkron dengan memanfaatkan berbagai platform digital seperti Google Form, Google Classroom, konferensi video, dan tugas berbasis video. Namun, pelaksanaannya masih menghadapi hambatan berupa keterbatasan jaringan internet dan perangkat peserta didik. Bentuk evaluasi yang digunakan meliputi tes daring, penugasan digital, observasi sikap, dan penilaian praktik berbasis video. Evaluasi mencakup aspek kognitif, afektif, dan psikomotorik, tetapi pelaksanaannya masih lebih dominan pada aspek kognitif, sedangkan aspek afektif dan psikomotorik belum terlaksana secara optimal karena keterbatasan pengamatan langsung dan validitas penilaian melalui media digital. Kesimpulan penelitian menunjukkan bahwa evaluasi pembelajaran PAI dan Budi Pekerti berbasis media digital di SMA Negeri 12 Bandar Lampung telah dilaksanakan secara cukup sistematis pada tahap perencanaan, pelaksanaan, serta penilaian aspek kognitif, afektif, dan psikomotorik. Namun, efektivitas pelaksanaannya masih dipengaruhi oleh keterbatasan kompetensi digital guru, sarana pendukung, dan kendala teknis yang menghambat optimalisasi penilaian secara menyeluruh. ABSTRACK Advances in information technology have brought about changes in various aspects of education, including the assessment of learning. In the teaching of Islamic Religious Education (PAI) and Character Education, assessment serves not only to measure pupils’ cognitive abilities but also to evaluate their affective and psychomotor aspects. The use of digital media in learning assessment is one of the efforts to enhance the effectiveness of the assessment process. This study aims to describe the planning, implementation, as well as the forms and aspects of learning assessment in PAI and Character Education using digital media amongst Year 11 pupils at State Senior Secondary School No. 12, Bandar Lampung. This study employs a qualitative approach with a descriptive research design. Data collection techniques included interviews, observation and documentation. The research informants comprised the Deputy Headteacher for Curriculum, the Year 11 PAI and Budi Pekerti teachers, and Year 11 pupils. Data analysis utilised the Miles and Huberman model, which encompasses data reduction, data presentation and drawing conclusions. Data validity was ensured through triangulation of sources and techniques. The research findings indicate that the planning of digital media-based assessment for Islamic Education and Character Education has been systematically developed, taking into account learning objectives, achievement indicators, and the characteristics of the subject matter. Teachers designed digital assessment instruments, techniques and media under the supervision of the Deputy Headteacher for Curriculum, although there were still constraints in the form of time limitations and the technological capabilities of some teachers. The assessments were conducted using synchronous and asynchronous methods, utilising various digital platforms such as Google Forms, Google Classroom, video conferencing and video-based assignments. However, their implementation still faced obstacles in the form of limited internet connectivity and students’ devices. The forms of assessment used included online tests, digital assignments, attitude observations, and video-based practical assessments. The assessment covered cognitive, affective and psychomotor aspects; however, its implementation remained predominantly focused on the cognitive aspect, whilst the affective and psychomotor aspects were not yet optimally implemented due to limitations in direct observation and the validity of assessment via digital media. The research conclusions indicate that digital media-based assessment of Islamic Education and Character Education at State Senior Secondary School 12, Bandar Lampung, has been carried out in a reasonably systematic manner during the planning, implementation, and assessment stages of the cognitive, affective, and psychomotor aspects. However, the effectiveness of its implementation is still influenced by limitations in teachers’ digital competence, supporting facilities, and technical constraints that hinder the optimisation of comprehensive assessment.

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