THE IMPACT OF SOCIAL AND ENVIRONMENTAL FACTORS ON PAI LEARNING EVALUATION RESULTS

Abstract

This researchaims to analyze the impact of social and environmental 
factorson the results of the evaluation of Islamic Religious Education (PAI) 
learning atthe Senior High School (SMA) level. This research using a 
literature review approach by summarizing and analyzing various previous 
studies that are relevant in the social and environmental contexts that 
influence learning. Social factors, such as family involvement and 
interaction with peers, as well as environmental factors, such as school 
facilities and student relationships with teachers, were found to have a 
significant influence on the results of PAl learning evaluations. Students 
who come from supportive families and have peers who support religious 
activities tend to have better evaluation results. Likewise, schools with 
adequate facilities and good relationships between students and teachers 
create a conducive environment for learning. The findings show the importance of this collaboration between family, school, and peers in 
creating an environment that supports quality religious learning. With 
joint efforts, it is hoped that the results of the PAl evaluation can improve 
and have a positive impact on the development of students' character and 
morals. Islamic Religious Education (PAI) plays a significant role in 
shaping students’ character and morals in Indonesia’s educational system. 
However, the evaluation results of PAI learning are often influenced by 
external factors beyond academic content. This research is motivated by 
the need to understand how social and environmental contexts contribute 
to students’ performance in PAI. The study aims to analyze the impact of 
these factors—such as family involvement, peer interaction, school 
facilities, and teacher-student relationships—on the results of PAI learning 
evaluation at the Senior High School level.