Skip to main content Skip to main navigation menu Skip to site footer
Articles
DOI: 10.32806/jkpi.v5i2.207
Submitted: 07-08-2024
Published: 23-09-2024

EVALUATION OF THE APPLICATION OF SOCIAL INTERACTION THEORY IN INSTILLING CHARACTER VALUES: IMPLEMENTATION IN PAI SUBJECTS IN ISLAMIC EDUCATIONAL INSTITUTIONS

Universitas Dr Soetomo Surabaya
Translators
Universitas Dr Soetomo Surabaya
Universitas Dr Soetomo Surabaya
Universitas Dr Soetomo Surabaya
Social interaction theory, character education, Islamic Religious Education (PAI)

Abstract

This research aims to evaluate the application of social interaction theory in instilling character values within Islamic Religious Education (PAI) subjects at Islamic educational institutions. The study investigates the extent to which social interaction theory is applied, the factors influencing its effectiveness, and the impact of social interaction on students' character formation. A qualitative approach was utilized, employing a case study design. Data were collected through in-depth interviews with PAI teachers, school administrators, and students, as well as classroom observations and document analysis. Thematic analysis was used to identify patterns and themes from the data. The findings reveal that social interaction plays a significant role in character education, especially when teachers actively engage students in discussions, peer collaboration, and group work. Schools that provide adequate institutional support and have smaller class sizes create an environment where social interaction can flourish, leading to stronger internalization of values such as empathy, respect, and responsibility. However, the study also highlights challenges such as rigid curricula, cultural resistance, and technological limitations, which hinder the effective implementation of interactive learning methods. In conclusion, social interaction theory offers a valuable framework for character development in PAI learning. Its success depends on the commitment of educators and institutions to fostering collaborative and reflective learning environments. Addressing the identified challenges will be essential for maximizing the benefits of social interaction in character education.

References

  1. Alkin, M. C., & Christie, C. A. (2023). Evaluation Roots: Theory Influencing Practice. Guilford Publications.
  2. Berger, C. R. (2020). Planning Strategic Interaction: Attaining Goals Through Communicative Action. Routledge. https://doi.org/10.4324/9781003064190
  3. Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171. https://doi.org/10.1016/j.ssaho.2021.100171
  4. Chuang, S. (2021). The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development. Performance Improvement, 60(3), 6–14. https://doi.org/10.1002/pfi.21963
  5. Elbes, E. K., & Oktaviani, L. (2022). CHARACTER BUILDING IN ENGLISH FOR DAILY CONVERSATION CLASS MATERIALS FOR ENGLISH EDUCATION FRESHMEN STUDENTS. Journal of English Language Teaching and Learning, 3(1), 36–45. https://doi.org/10.33365/jeltl.v3i1.1714
  6. Feather, N. T. (1982). Human Values and the Prediction of Action: An Expectancy-Valence Analysis. Dalam Expectations and Actions. Routledge.
  7. Gómez Sánchez, L. E., Schalock, R. L., & Verdugo Alonso, M. Á. (2021). A new paradigm in the field of intellectual and developmental disabilities: Characteristics and evaluation. Psicothema. https://doi.org/10.7334/psicothema2020.385
  8. Hermino, A., & Arifin, I. (2020). Contextual Character Education for Students in the Senior High School. European Journal of Educational Research, 9(3), 1009–1023.
  9. Hidayati, N. A., Waluyo, H. J., Winarni, R., & Suyitno. (2020). Exploring the Implementation of Local Wisdom-Based Character Education among Indonesian Higher Education Students. International Journal of Instruction, 13(2), 179–198.
  10. Isbister, K. (2022). Better Game Characters by Design: A Psychological Approach. CRC Press. https://doi.org/10.1201/9780367807641
  11. Lavy, S. (2020). A Review of Character Strengths Interventions in Twenty-First-Century Schools: Their Importance and How they can be Fostered. Applied Research in Quality of Life, 15(2), 573–596. https://doi.org/10.1007/s11482-018-9700-6
  12. Meltzer, B., Petras, J., & Reynolds, L. (2020). Symbolic Interactionism (RLE Social Theory): Genesis, Varieties and Criticism. Routledge. https://doi.org/10.4324/9781003074311
  13. Morrison, K. E., DeBrabander, K. M., Jones, D. R., Faso, D. J., Ackerman, R. A., & Sasson, N. J. (2020). Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners. Autism, 24(5), 1067–1080. https://doi.org/10.1177/1362361319892701
  14. Pradana, D. A., Mahfud, M., Hermawan, C., & Susanti, H. D. (2021). Nasionalism: Character Education Orientation in Learning Development. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(4), 4026–4034. https://doi.org/10.33258/birci.v3i4.1501
  15. Purwanza, S. W. (2022). METODOLOGI PENELITIAN KUANTITATIF, KUALITATIF DAN KOMBINASI. Cv. Media Sains Indonesia.
  16. Smith, M. B. (2006). Personal Values in the Study of Lives. Dalam The Study of Lives. Routledge.
  17. Suartama, I. K., Triwahyuni, E., Abbas, S., Hastuti, W. D., M, U., Subiyantoro, S., Umar, U., & Salehudin, M. (2020). Development of E-Learning Oriented Inquiry Learning Based on Character Education in Multimedia Course. European Journal of Educational Research, volume–9–2020(volume–9–issue–4–october–2020), 1591–1603. https://doi.org/10.12973/eu-jer.9.4.1591

How to Cite

Wahyuni, S., Ernawati, E., Muhajir, M., & Hatip, A. (2024). EVALUATION OF THE APPLICATION OF SOCIAL INTERACTION THEORY IN INSTILLING CHARACTER VALUES: IMPLEMENTATION IN PAI SUBJECTS IN ISLAMIC EDUCATIONAL INSTITUTIONS. Jurnal Konseling Pendidikan Islam, 5(2), 517–526. https://doi.org/10.32806/jkpi.v5i2.207