DEVELOPMENT OF ISLAMIC VALUES CIVICS MODULE ON RIGHTS AND OBLIGATIONS FOR ELEMENTARY HIGH SCHOOL STUDENTS

This article aims to develop a Civics module with Islamic values on the rights and obligations of high school students in elementary schools. This research is a development research (R&D). This research uses a development research model. The steps in this research are: (1) potential and problems, (2) data collection, (3) product design, (4) module validation, (5) module design revision, (6) limited module trial, (7 ) Revision of modules, (8) The final product of the Civics module has Islamic values that meet the valid and practical criteria. The development process includes product design and product validation. Data collection techniques used in this study were observation and questionnaires. The results of this study indicate that the PPKn module has Islamic value. The material of rights and obligations developed has met the very valid criteria. This is evidenced by the average results of expert validation of 96% and 90% with very valid criteria. The PPKn module has Islamic values. The material of Rights and Obligations developed has met the practical criteria. This is evidenced by the results of the questionnaire from the small group trial. The score is 86.34% with very practical criteria.


INTRODUCTION
several subjects so that they can provide meaningful experiences for students. The learning system is based on integrative thematics 7 .
Citizenship Education (PKn) is one of the subjects integrated in thematic learning. Civics is a subject that is used as a vehicle to develop and preserve noble and moral values rooted in the culture of the Indonesian nation. Civics learning in elementary schools is intended as a teaching and learning process in order to help students learn well and shape Indonesian people as a whole in shaping the nation's character which is expected to lead to the creation of a society that places democracy in the life of the nation and state based on Pancasila, the Constitution and the Constitution. norms prevailing in society 8 . Citizenship Education is a subject that has specific characteristics in terms of its orientation to shape students' personalities so that they become good citizens who have a high understanding, appreciation and awareness of their rights and obligations and are able and capable of implementing them in everyday life in all fields. life based on the principle of proportionality, religious spirituality values, socio-cultural plurality values, cultural values, and the values of national unity and integrity.
In order to achieve the goal of fulfilling core competence 1, namely religion, and religious spiritual values, continuous efforts are needed, including the implementation of Civics education in elementary schools. One effort that can be done is to integrate Civics education in elementary schools with Islamic values. The application of the integration of Civics education with Islam is one manifestation of the unity of science. The paradigm of unity of science is not a new paradigm. This paradigm has been practiced by classical Muslim scientists such as Ibn Sina (980-1037 AD), Al Kindi (801-870 AD), and Al Farabi (874-950 AD) 9 .
The Qur'an does not distinguish between religious sciences (Islam) and general sciences (technological science and social humanities), both religious and general sciences cannot be separated from each other 10 . In essence, all knowledge comes from Allah SWT. According to Islam, the education curriculum must be based on Islamic faith. That is, creed becomes the benchmark and standard of assessment of whether science can be studied or not, what is in accordance with Islamic creed may be studied, while those that are contradictory should not be believed 11 . 7  The Islamic Values Civics module can provide students with a view from an early age, that natural science in particular is closely related to Islamic values. Teachers also want Islamic value modules to increase students' level of faith in Allah SWT and increase understanding of rights and obligations according to Islam. The Civics Education module with Islamic values is considered to be one of the appropriate learning resources used by elementary students in Helvetia sub-district, because until now there has been no Islamic value Civics module used.
The module is made with the aim of integrating Civics material with Islamic concepts, so a module that has Islamic values is needed, especially for high-grade elementary school students. The Islamic value module is considered to be one of the right choice of learning resources for students at this time, because it will assist students in learning the desired material and of course the material will be strengthened by the arguments of the Qur'an and Hadith relating to the material rights and learned obligations.
With the Islamic value module, students will get two advantages, namely still being able to learn the desired material easily and getting reinforcement about the material in an Islamic way. Making modules with Islamic values is expected to create a balance of knowledge that will be obtained by students. On the basis of this thought, the author is interested in studying and researching further about "Development of Islamic Value Civics Module on Rights and Obligations for High-Grade Elementary School Students in Central Helvetia District, Medan City".

THEORY Learning Module
The module is a teaching material that is systematically arranged using language that is easily understood by students according to their level of knowledge and age so that they can learn on their own (independently) with minimal assistance or guidance from the teacher 12 . mastery of the material discussed in each module unit so that if they have mastered it, then they can proceed to the next level module unit. And conversely, if students have not been able to then they will be asked to repeat and relearn. Meanwhile, to assess whether or not a module is meaningful or not is determined by the ease with which the module is used by students in learning activities 13 . The preparation of making modules in learning activities has five objectives, namely: first: so that students can learn independently without, or, with the guidance of educators (which is minimal). Second: so that the role of educators is not too dominant and authoritarian in learning activities. Active, train students' honesty. Fourth, accommodate various levels and speed of student learning. For those whose learning speed is high, they can learn faster and complete the module quickly. And vice versa for those who are slow then welcome to repeat 14 .
The advantages obtained from learning with the application of the module are as follows: 1) increase the motivation of students, because each time they do a lesson task that is 12  clearly defined and in accordance with their abilities; 2) after the evaluation, educators and students know correctly, in which modules students have succeeded and in which parts of the module they have not been successful; 3) students achieve results according to their abilities; 4) lesson materials are divided more evenly in one semester; and 5) education is more efficient, because learning materials are arranged according to academic level 15 .

Islamic Values
Al-Quran and Hadith explain how to do good. Both make the main basis for the source of Islamic values as a whole as a pattern of life and determine what is good and bad. The behavior of the prophet Muhammad is a role model for all mankind 16 . There is no discipline apart from Islamic ethics. The importance of the comparison between reason and revelation in determining moral values is open to debate. The provision of Islamic values in the learning process must of course go through ethics and systematic learning patterns following models, methods, and approaches as a form of teaching and learning strategy used so that the objectives can be achieved optimally. 17 The cultivation of Islamic values in question is an action or way to instill valuable knowledge in the form of faith, worship and moral values based on the revelation of Allah SWT with the aim that students are able to practice their knowledge in everyday life properly and correctly with awareness without coercion. .

Civic education
Civics learning in elementary schools is intended as a teaching and learning process in order to help students learn well and shape Indonesian people as a whole in shaping the nation's character which is expected to lead to the creation of a society that places democracy in the life of the nation and state based on Pancasila, the Constitution. and norms prevailing in society. 18 Civics subjects consist of the civics knowledge which covers the fields of politics, law, and morals. Dimensions of citizenship skills, include skills, participation in the life of the nation and state. The dimensions of civic values include, among others, self-confidence, commitment, mastery of religious values, noble norms and morals, values of justice, democracy, tolerance, individual freedom, freedom of speech, freedom of the press, freedom of association and assembly and protection of minority. Citizenship subject is an interdisciplinary field of study, meaning that citizenship science material is translated from several disciplines, including political science, state science, state administration, historical law, economics, morals, and philosophy. 19 So it can be concluded that these are subjects that are used as a vehicle to develop and preserve noble and moral values rooted in the nation's culture, as well as form citizens who understand and are able to carry out their rights and obligations so that in the future they can become patriots who defend the nation and state. 15

Islamic Values Civics Module
A module is a book written with the aim that students can learn independently without or with the guidance of a teacher. Through learning with this module, students are expected to be able to learn without any guidance from teachers or other educators. Islamic values are essentially a collection of life principles, teachings about how humans should live their lives in this world, which are interrelated with one another to form a unified whole that cannot be separated. Instilling Islamic values is the process of a person to provide an understanding of the characteristics that are important or useful for humanity based on the teachings of Allah revealed to the Prophet Muhammad in accordance with the Qur'an and Hadith 20 .
So this Islamic Value Civics module is a Civics Education book written with the aim that students can learn independently without or with teacher guidance about a material that is related to the teachings of Allah revealed to the Prophet Muhammad in accordance with the Qur'an and Hadith.

Potential and Problems
In connection with the development of this module, the researcher provides added value that is not found in other teaching materials used by elementary school teachers in the Helvetia Tengah Village. This potential is to provide additional Islamic values in the developed Civics module. Giving Islamic values in this developed module provides added value to both teachers and students who use the module so that they can grow more gratitude to Allah SWT. and provide an introduction from an early age that especially the material in the content of Civics subjects has a lot to do with Islamic material. Therefore, the author makes a product in the form of a Civics module with Islamic values, especially on the material rights and obligations for high school graders.

Data collection
In developing the module that will be made, researchers need sources of information, including data obtained from literature studies and interview data for several teachers in the elementary school environment in Central Helvetia village.

Module Design
The module design stage is by preparing reference books related to the material rights and obligations and their relation to Islam as well as compiling a map of module needs, module design (formulation of basic competencies, design from the media side, preparation of material topics and determining the form of evaluation), preparation of assessment instrument designs.

Design Validation
The KDP module that is prepared will be validated by media and materials experts. The instrument used by the researcher to be given to the validator is a questionnaire instrument in the form of a rating scale. The indicators used were adopted from the National Education Standards Agency which were adapted to the needs of researchers.

Module Design Revision
The design of the PPKn module that has been validated and has received suggestions and directions by the two validators, will then be used as material for improvement. The revised PPKn module was then given to a high-class teacher, namely class V SD Ar-Rahman, Helvetia Tengah Village, to be assessed for validity and practicality.

Product Trial
The indicators used for the assessment of the validity and practicality of the module by Classroom teachers were also adopted from the National Education Standards Agency (BSNP). The repaired PPKn module was then given to the fifth grade high school teacher at SDS Ar-Rahman Fullday School in Helvetia Tengah Village. The results of the assessment and suggestions from this high-grade teacher will then be used to be improved and perfected for the better. The PPKn module that has been tested on high grade teachers and has received advice and direction by the teacher, will then be used as improvement material. The revised PPKn module was then given to high-grade elementary schools, namely V to assess its validity and practicality.

RESULT AND DISCUSION Potential and Problems
At this stage, interviews were conducted with several teachers in the Integrated Islamic Elementary School in Medan Helvetia District. The results of this interview that there are no teaching materials in the form of modules that are related to Islamic values. So far, the teaching materials used by teachers are limited to textbooks, worksheets, modules, CDs, pictures and other teaching aids. Some of the teaching materials used are generally not equipped with Islamic value materials that are relevant to the material being taught.
The researcher focuses on adding Islamic values to the Civics lessons taught with the aim that students know that the Civics subject matter is related to Islamic values in the form of verses in the Qur'an and Hadith, as well as fostering an attitude of responsibility and mutual respect for each other. man created by God.

Data collection
In developing the module that will be made, the researchers found sources of information, including data obtained from literature studies and interview data for several teachers in the SDS Ar-Rahman Elementary School, Muhammadiyah in Helvetia Tengah village. The data obtained through interviews with teachers showed that there was no PPKn module that linked learning materials with Islamic values. So far, the teaching materials used by teachers are just textbooks, LCDs, modules, pictures. Desain Modul.
At this stage, the researcher designs the Islamic Values Civics module on rights and obligations. The design is made by adjusting the content of the module, the characteristics of elementary school children, the Civics learning material, namely the Rights and Obligations material.

Design Validation
To obtain valid criteria, the researchers validated the experts, namely (1) Mrs. Azizah Thalib as a lecturer in Learning Media and ICT at Tadulako University (2) Mr. T. Ridwan, S.Pd as a teacher of Islam at SDS Ar-rahman. Based on the validation results from the experts, the final values were 96% and 86.76%, respectively. This value is categorized as very valid. The categories of assessment from media and material experts are as follows:

Design Revision
From the results of the validation of the experts, there are several inputs that must be considered. The inputs are: (1) adding an example or illustration of the presentation of the material, and (2) adding a description of the material with daily examples. Lighter and simpler (3) adding more verses of the Koran according to the material.

Product Trial
Products that were declared valid by media experts and material experts were then tested on a limited group of 8 people. The subjects of this small group trial were fifth graders of SDS Ar-Rahman Fullday School. This trial was conducted to determine the practicality of the Civics module on rights and obligations seen from student responses. Student responses were obtained from the questionnaires they had filled out after learning. Learning is done online using the Google Meet application. The aspects of the assessment in the practicality test are (a) effective, (b) interactive, (c) interesting, (d) efficient, and (e) creative. The number of statements from the practicality questionnaire is 14 items. From the analysis of the results of the questionnaire obtained a value of 86.34% with a very practical category. The indicators for student responses to the module are as follows:

Product Revision
After the product is tested on a limited group, the PPKn module with Islamic values can be identified its advantages and disadvantages. Subsequently, a product revision was made to the Islamic Value Civics module based on these advantages and disadvantages. However, in this study, because at the trial stage the limited group obtained very practical criteria, the Islamic Value Civics module could be used without the need for revision.

CONCLUSSION
Based on the results of the research that has been carried out, it can be concluded: 1) The Civics Education module has Islamic value. The material of rights and obligations developed has met the very valid criteria. This is evidenced by the average results of expert validation of 96% and 90% with very valid criteria. 2) The Civics module has Islamic values. The material of Rights and Obligations developed has met the practical criteria. This is evidenced by the results of the questionnaire from the small group trial. The score is 86.34% with very practical criteria.