Integration of Islamic Values in the Field of General Studies at SMP Unismuh Makassar: Evaluation of the Stake Countenance Model Approach

Abstract

Background/purpose: This study investigates the integration of Islamic values into the general curriculum at SMP Unismuh Makassar, addressing the evolving educational need that combines academic excellence with spiritual and moral development. Using the Stake Countenance Model, this study aims to evaluate the effectiveness of this integration in planning, implementation, and outcomes while identifying areas for improvement. Materials/methods: A mixed-methods approach was used, involving 20 teachers and 30 students. Data collection includes observation, interviews, and document analysis. The Stake's Face Model is applied, assessing three components: antecedent (planning), transaction (implementation), and outcome (result). Evaluation matrices and descriptive statistics are used to analyze quantitative and qualitative data. Conclusion: The integration of Islamic values into lesson planning received a high score (average score of 4.33), with significant strength in aligning teaching materials with Islamic principles. The implementation of Islamic values in teacher-student interactions achieved very good results (average score of 4.7), although the use of references from the Qur'an and Hadith in lessons needs improvement (average score of 3.0). The results show significant success in fostering Islamic character in students, such as honesty (average score 4.76) and responsibility (average score 4.26). This program effectively promotes the development of Islamic character in students while identifying gaps in the integration of religious references. Further teacher training and the use of technology are recommended to enhance implementation. These findings affirm the value of integrating Islamic principles into education to achieve holistic character development in line with broader educational goals.