Robert Stake's Responsive Evaluation of the PAI TKJ Program Learning at SMK Nasional Malang: A Multi-Stakeholder Perspective

Zainul Arifin; Welly Kuswanto

Zainul Arifin Institut Agama Islam Hamzanwadi NW Lombok Timur, Indonesia
Welly Kuswanto Universitas Islam Internasional Darullughah Wadda'wah, Indonesia

Keywords: Responsive evaluation, Islamic Religious Education, digital ethics

Abstract

This study evaluates Islamic Religious Education (PAI) in the Computer and Network Engineering (TKJ) program at SMK Nasional Malang using Robert E. Stake’s Responsive Evaluation Model. Addressing the unique ethical challenges of vocational-digital contexts, the research employs a qualitative evaluative design. Data were gathered from multiple stakeholders, including students, PAI teachers, vocational teachers, school leaders, and parents, through interviews, observations, and document analysis. The analysis utilized Stake’s congruence-contingency matrix covering antecedents, transactions, and outcomes. Findings reveal that while the intended PAI program provides a foundational moral ecology, significant gaps exist between intended and observed realities. Specifically, antecedents lack contextually grounded instructional documents; transactions demonstrate only episodic, rather than systematic, integration of Islamic values with digital scenarios; and outcomes show emerging but uneven development of digital ethics and vocational character. The study concludes that effective PAI in vocational settings requires structured cross-teacher collaboration, digital case-based pedagogy, and responsive, stakeholder-driven improvements to harmonize Islamic moral education with the ethical demands of modern technology training.

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