AND REALITY OF ISLAMIC RELIGIOUS EDUCATION IN SCHOOLS

Currently, Islamic religious education (PAI) is experiencing various obstacles due to various factors, and is considered unable to achieve the expected goals of PAI itself, so many criticisms are directed at PAI, this study aims to reveal what is criticized by PAI itself


A. INTRODUCTION
Islamic Religious Education which was later shortened to PAI is one of the subject matter given in each semester to students in school. Schools, which are places where the educational process takes place, are certainly expected to be able to produce a generation that is intelligent and capable of advancing the nation. Especially with the subject of Islamic Religious Education (PAI) it is hoped that it can produce a generation of believers, piety and good character.
Although the concept and methodology of learning Islamic Religious Education look good, it still leaves some basic problems. These problems include the occurrence of brawls between students/students, cheating practices, immoral behavior, lack of harmonization between adherents of the fiqh-political-thinking school of thought, and other things that are contrary to Islamic morality. In this context, we will find how Islamic Religious Education, which in terms of quantity shows dynamic development from Kindergarten to Higher Education. But in terms of quality need to be questioned. Along with the development of the times, morale in this country from year to year has decreased in quality or is known as moral degradation. Globalization and advances in technology as well as in the field of communication, as well as weak cultural resilience, and the decline of this national personality among young people in Indonesia are the triggering factors for moral degradation, giving rise to ignorance which eventually gives birth to poverty and unemployment 1 .
Even today, the quality of the learning process is still part of the problem in various schools, including the quality of Islamic Religious Education (PAI) learning. One of the factors that cause the lack of quality in the learning process, especially Islamic Religious Education (PAI) learning is that the learning strategies that are carried out are still classical and traditional, so they are unable to achieve the goals of religious education that have been formulated, namely to produce independent humans, this is made worse by the conditions of learning in During the COVID-19 pandemic due to the impact of Covid-19 in education, this leads to the learning process in schools, the learning situation currently being faced by educators, students, and parents is learning and teaching activities from home (online) with the Distance Learning system (PJJ) 2 , amid a crisis that is endemic in the world today due to the Covid-19 pandemic that has hit Indonesia since March 2020 and requires the government to provide policies on distance learning (online) to schools, making the teaching and learning process less effective 3 .
According to Hamid 4 , this is one of the factors because in the process of teaching Islamic religious education in schools there are still many parents who only rely on the school to provide Islamic religious education to their children without being accompanied by Islamic religious education outside school. There are also some parents who not only rely on schools in providing Islamic religious education lessons to their children but send their children to study at madrasah diniyah in the afternoon or Islamic boarding schools in the evening to receive Islamic religious education teaching. However, this kind of condition is now rarely encountered. There are several possibilities faced by students, namely the limited time for students to study Islamic religious education at madrasah diniyah due to the slow time home from school. This will certainly affect students' understanding of Islamic religious education.
In Islamic religious education, many things must be mastered by students, such as those relating to knowledge of the pillars of faith and the pillars of Islam, the cultivation of faith, the practice of worship, the cultivation of noble character, and muamalah.
The problems mentioned above must be addressed immediately by involving all elements of education, starting from the government as a decision-maker both at the regional, provincial, and central levels, teachers as educational staff, guardians of students, and stakeholders who have a concern for overcoming the problems of developing Islamic

Islamic Religious Education (PAI)
Islamic religious education is a subculture of religious education, and religious education is one of the three subjects that must be included in the curriculum of all formal educational institutions in Indonesia. Because religious life is one of the dimensions of life that should be realized as a whole. 5 According to Ainiyah 6 , religious education is the foundation for learning other sciences, which will lead to the formation of children with high personalities, religious, and knowledge. So it is appropriate to say that the application of Islamic religious education in schools is the main pillar of character education. Furthermore, Ainiyah 7 explained that religious education, especially Islamic religious education (PAI) has an important position in the national education system. Religious education is material that must be taught in every school. Islamic religious education in principle provides learning that instills spiritual values in students so that they become human beings with morals, ethics, and culture as part of the goals of national education. Meanwhile, Rusdiana 10 argues that Islamic Religious Education is an activity or effort of action and guidance that is carried out consciously and deliberately and planned which leads to the formation of the personality of students by the norms determined by religious teachings. According to Ramayulis 11 , Islamic education is the teaching of Islam from the Koran and hadith, which are the main sources of the scriptures, with a noble personality that allows students to identify, understand, live, believe, and behave through the practice of teaching activities. It is a conscious and planned effort to prepare for learning. , Educational exercises and use of experience.
PAI is an education provided through education for those educated by teaching Islamic doctrines and principles. Muhaimin states that Islamic religious education is a conscious endeavor. That is teaching, teaching, and/or training activities conducted in a planned and conscious manner to strengthen the beliefs, understandings, gratitude, and practices of Islamic religious education students to improve at school 12 .
Public school PAI states that Islamic religious education is a planned and systematic effort to prepare to recognize, understand, evaluate and believe in Islamic teachings, and a belief in respecting unity. He said it would be accompanied by requests from followers of other religions. It will be realized. And the unity of the people 13 .

Scope of Islamic Religious Education
The scope of Islamic religious education is the harmony between relationships with relationships between other creatures and their environment. Includes, harmony and balance 14 .
The scope of Islamic religious education is the same as that of Islamic religious education, as the content contained therein represents a complementary combination. From a controversial point of view, the scope of Islamic religious education that is usually practiced in schools includes the following aspects: Arkuluan and hadith, Aqidah, morals, Fiqh, dates and Islamic The subject of Islamic religious education is generally included in the areas of Koran and Alhadis, faith, morals, Fikhu / worship, and history, while the area of Islamic religious education includes the realization of harmony, harmony, and balance. In human relations with Allah SWT, self, fellow human beings, other creatures, and the environment (hablun minallah wa hablun minannas) 17 . Learning Islamic religious education needs to incorporate an integrated and interrelated academic approach and paradigm. This does not compromise the learning process facilitated by teachers and teachers and does not separate science. Islamic religious education is no longer just normative, it is also scientific 18 .

Functions of Islamic Religious Education
In essence, humans need religion 19 . This is because religion serves as guidance and guidance. In life, religion has an important role because religion can help a person in dealing with various kinds of problems. So that the function of religion is to provide guidance in life, help face difficulties and calm the mind.  Djamaludin 20 said that the functions of Islamic Religious Education are as follows:

THE NECESSITY AND REALITY OF ISLAMIC RELIGIOUS EDUCATION IN SCHOOLS
a. Preparing the younger generation to play certain roles in society in the future; b. Transferring knowledge related to these roles from the older generation to the younger generation; c. Transferring values that aim to maintain the integrity and unity of society which is an absolute requirement for the continuation of community life and civilization; d. Educate children to do good deeds in this world to get the results in the hereafter.
Islamic religious education as a subject specifically has the following tasks: a. Implanting the value of Islamic teachings as a guideline for achieving happiness in the world and the afterlife; b. We develop the faith and dedication to the Noble character of Allah SWT and students, which permeates the family environment, as optimally as possible. f. Teaching about science and religion in general, its systems and functions.
g. Distribution, namely to channel children who have special talents in the field of Islam so that these pirates can develop optimally so that they can be used for themselves and others.
Khobir 23 added that the function of Islamic religious education is the inheritance and development of Islamic religious values as well as meeting the aspirations of the community and the need for energy at all levels and development for the realization of justice, welfare, and resilience. So the function of PAI is the realization of the ideals of Islamic teachings both from the aspect of aqidah, morals, the Koran and hadith, fiqh or history which all carry the mission of human welfare as servants of God physically and mentally in this world and the hereafter.

The Purpose of Islamic Religious Education
The purpose of PAI is to increase the likelihood that students will become people of faith by becoming an Almighty God-fearing, healthy, knowledgeable, competent, creative, independent and democratic citizen. It is inseparable from the goal of national education.

a. Islamic Religious Education Learning
A well-known phrase before learning or teaching is an attempt to teach a student.
Learning Islamic Religious Pedagogy is easy for students to learn, needs to learn, is motivated to learn, and learn Islam, both to know how to practice the right religion and to learn Islam as knowledge. It is an attempt to learn and want to learn continuously. 27 However, according to Rasyid,28

b. Educator
An educator or teacher is a person who has the ability or competence in mastering the knowledge or knowledge to be transferred, but not only that competence, teacher competence as stated by Amaly 31 is all the efforts made by an educator in terms of science, knowledge, creativity, innovation, revolution. , and it is written into noble character or commendable behavior, which is ingrained with him, to be useful for personal, namely teachers as educators, and parties with an interest in the learning process, namely students and others.
However, several problems occur to Islamic religious education teachers. There are still many Islamic religious education teachers who have not been certified, the diversity and knowledge of some Islamic religious education teachers, and the guidance carried out by the government is not by the needs of Islamic religious education teachers 32 . There are also PAI teachers who are not by their competencies, many still do not understand the personality of their students, sometimes have a sense of indifference to their students, and most teachers do not have adequate professionalism to carry out their duties 33 .
In addition, according to Al-Fathi 34 , the pedagogical competence of teachers is still low, even though the teacher is an important factor in the learning process. The success of a teacher in the learning process is influenced by the pedagogical competence of the teacher. While on the other hand, the need for an increase in the number of teachers is inevitable to achieve equal distribution of education. This problem can be extended to policies set by the government regarding teacher competency standards and the efforts made by the government to improve them.
The competence of teachers as stipulated in the law is broken down into four parts, namely pedagogic competence, personality competence, social competence, and  This is seen as integrated learning by education experts or referred to as integrated learning 37 .

THE NECESSITY AND REALITY OF ISLAMIC RELIGIOUS EDUCATION IN SCHOOLS
Thus, Islamic Religious Education is expected not only as a buffer for values but also as a caller for productive thoughts and collaborating with the needs of the times.
Islamic education is expected not only to play a role as a spiritual servant, which is a very narrow and supplementary function but also to be involved and involved in global relations 38 .
In addition, in this millennial era with the majority of the millennial generation as learners, PAI teachers must be able to face challenges to convey good Islamic religious values to the millennial generation, so that by conveying these religious values in addition to the current millennial era technology is the first thing that is developing very rapidly, besides that, religious learning must be able to accompany it, not to be separated and left behind from the current technological advances 39 .

c. Learners
From the Islamic perspective, students are immature people and have many potential or basic abilities that still need to be developed 40,41 , For the implementation of the Islamic education process to achieve the desired goals, each student should always be aware of his duties and obligations.
According to Hasan Fahmi 42 , among the tasks and obligations that need to be fulfilled by students are: a. Students should always clean their hearts before studying.
b. The purpose of learning should be shown to decorate the spirit with various virtues.
c. Have a strong will to seek and study in various places.
d. Every student must respect his teacher.
e. Students should study seriously and persevere in learning.
On the other hand, students' interest in learning about Islamic Religious Education subjects is admittedly very minimal, they prefer technology and information-based subjects. This is something that must be resolved together, how so that students have a great interest in Islamic Religious Education subjects and can carry out lessons that have been received in the environment both at school and outside school 43 . Meanwhile, the influence of the environment in which they are located has experienced a lot of moral decadence caused by weak control and self-awareness of religious values 44 .
Islamic education as a system of values and norms should be properly taught and instilled in students from an early age. Because every Muslim student must be instilled a strong interest in PAI lessons. However, the impact of globalization requires something different, idealism. as if it only belongs to parents who are restless about the future of their child's aqidah. Meanwhile, teenagers are more inclined to study which (in the eyes of society in general) is considered more prestigious. They are more proud to get nicknames, for example, great in English subjects, more than proud if they are considered smart in PAI lessons. The stigma inherent in society, being smart in English means a guarantee for the future while being smart in PAI lessons can only promise as an ustadz. The question is, how to change people's perceptions? Is this task only the burden of ustadz and religious education activists? Can't a synergistic cohesion be developed whereas a Muslim, is not only capable of being proficient in general sciences but also has adequate religious knowledge and has good morals and integrity? 45 . 42 Amaly, EQ, and Suhartini, 50-51. 43 Rasyid, "Metode Pembelajaran Pendidikan Agama Islam dalam Menanamkan Nilai-Nilai Religius pada Peserta Didik di SMP NEGERI 5 PALOPO", 3. 44 Budiman, "Problematika Pembelajaran PAI Di Sekolah Menengah Atas Negeri Karang Jaya Kabupaten Musi Rawas Utara", 6-7. 45 Al-fathi, "Strategi Pembelajaran Pendidikan Agama Islam di MTS Manaratul Islam Jakarta", 5-7. Amir Abdullah, an Islamic expert who emphasized the activities of Islamic religious education in schools, said that Islamic religious education "means" or various means of cognitive Islamic knowledge. Students through the media. forum 46 .

THE NECESSITY AND REALITY OF ISLAMIC RELIGIOUS EDUCATION IN SCHOOLS
In fact, Islamic religious education teaches people who are devoted to Allah and have the vision of creating people who are noble, honest, just, noble, ethical, respectful, disciplined, harmonious, and productive. It is given by following the guidance that you will be. Man. Personally and socially. Islamic religious education is expected to produce people who constantly strive to perfect faith, devotion, and morality and actively build harmony between civilization and life in promoting the civilization of a particularly valuable country. Is. Such people are expected to be strong in confronting the challenges, obstacles, and changes that arise from community interactions at the regional, regional, and global levels 47 .
Therefore, education practitioners, especially Islamic Religious Education need to make changes so that the goals of Islamic Religious Education can be achieved. For this reason, the cultivation of religious values in students can be improved by three things: first; maximization of physical influence on the soul, second; maximizing the influence of the soul on psychic-physical and psychosocial processes and third; guidance towards spiritual life experiences 48,49,50 .

d. Learning methods
The learning method is the method used to implement the plans that have been prepared in the form of real and practical activities to achieve learning objectives 51,52 .
However, the reality of using PAI learning methods in schools is still monotonous lectures, this shows the low pedagogical ability of teachers as the main milestone in delivering education. According to 2015 data, the average pedagogic ability of teachers based on competency test data is 56.69% (www.pikiran-rakyat, the quality of our teachers BAMBANG SYAMSUL ARIFIN Maulidina 54 and Al-Fathi 55 added that the impact of using a monotonous method is that it makes students less active and creative. In addition, when students are directed to be active with student-centered learning, the ability of students to access learning materials on their own is still limited. Students also feel bored and are not interested especially in the Distance Learning (PJJ) system as is happening today. This is illustrated by classroom management and mastery of teaching methods, in general, which are still limited to what already exists and is applied conventionally.
Whereas Syahidin 56 explained that there are three main reasons for the importance of methodology in the learning process, namely, First, because learning does not only refer to two main components, namely educators and students, but there are other important aspects, namely educators must design learning from the point of view of students. . Second, included in the term "learning" is education and teaching as well as "nurturing effect", or the impact of accompaniment which contains a broader meaning than just imparting knowledge. Because in terms of learning, it is precisely in terms of education (upbringing) that must accompany the learning event. Third, the acquisition of PAI learning in public schools is expected to be able to anticipate and adapt to the information age and globalization. For the development of the PAI methodology, it can be guided by a complete understanding of Islam or the so-called "Kaffah" understanding of Dinul Islam.
Nizar 57 argues that the learning method of Islamic religious education is the procedure that educators use to perform educational tasks to achieve the set goals. In this case, the task of teaching and learning Islamic religious education, the educational goal sets the goal. Therefore, a learning method is a structured, systematic, and large-scale method, procedure, or phase that performs a process of teaching and learning activities to achieve the desired learning goal, in this case, the PAI learning goal. Ready to do. the extent to which the development and achievement of student learning outcomes in schools, and to measure the extent to which learning objectives can be achieved.
Baharun 61 said that one of the problems faced by the world of education is the problem of weak learning evaluation. An example can be presented of findings regarding representation on the use of motivation, media, and methods that are appropriate to student characteristics to optimize students' sensory sensitivity and findings of most teachers not being interested in and unwilling to use authentic assessments or performance-based assessments. Another thing that becomes a problem in evaluating PAI learning is that the content of Islamic religious education materials is also more focused on enriching knowledge (cognitive) and the lack of character formation (affective) and b. Evaluation of the diagnosis, namely the evaluation of the results of the analysis of the learning conditions of students, either in the form of learning difficulties or in the form of obstacles in dealing with learning situations.
c. Normative evaluation, which is an evaluation that is used to determine the learning outcomes achieved by students after he/she follows the program in one lesson material.
d. Summative evaluation, which is an evaluation carried out on the learning outcomes of students after attending lessons in one quarter, one semester, or the end of the year to determine the next level 64 .
However, from the several types of evaluations that have been described in fact, they still need to be redeveloped considering the rapid growth of students with the era of globalization. Learning evaluation will continue to develop by the development of the learning itself. The evaluation of PAI learning, as mentioned earlier, does not only measure the cognitive abilities of students, psychomotor and affective aspects also need to be included in the evaluation of PAI learning, because PAI does not only rely on abilities in the cognitive field, it is also necessary to pay attention to the abilities of students in their daily life in practicing the teachings. his religion of Islam.

C. CONCLUSION
Islamic Religious Education Learning (PAI) is an effort to make human beings with noble character, and obedient to their relationship both with humans and with Allah SWT.
However, in practice it is not easy, many obstacles have been passed and have been in the spotlight as well as criticism, including the learning process, educators, students, learning methods, learning media, and learning evaluation. The spotlight and criticism that is aimed is nothing but to bring down or demean PAI but as a contribution to constructive thinking so that PAI can become better. PAI should be able to accommodate every aspect that is highlighted, evaluated, and addressed so that PAI becomes a basic need to make successful humans both in this world and in the hereafter.