IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN HIGHER EDUCATION ON THE PANDEMIC PERIOD

This study aims to explain and describe the implementation of PAI learning in higher Education institutions during the pandemic. This research method uses qualitative research with a case study approach and research design using analytical descriptives. The place of this research was at the KH Abdul Chalim Pacet Mojokerto Islamic Boarding School Institute during the pandemic from mid-March to May 2020. The results of the study: 1) online PAI learning planning should look at the condition of lecturers and students regarding the ability to conduct online lectures. Lecturers are given the freedom to conduct online lectures using any media as long as it is useful and learning outcomes can be maximized. 2) the implementation of PAI learning is carried out online through lecture and discussion methods. 3) Evaluation of PAI learning in Higher Education includes: a) student activity and discipline in carrying out learning b) assignments to students in the form of presentations, working on papers, c) midterm examinations d) written examinations and assignments at the end of the semester.


INTRODUCTION
Islamic Religious Education (PAI) learning is the process of interaction between teachers and students to achieve learning objectives 1 . Whereas PAI learning in higher education is not just a transfer of khowledge but has two goals, namely that students are able to apply in daily life and become students' provisions to teach when they graduate 2 . PAI learning so far has constraints, namely: 1) PAI learning is only at the cognitive level and has not changed at the level of meaning or value 2) lack of cooperation with non-religious education 3) and less relevant to social and cultural contextual changes 3 . One obstacle that is currently difficult to overcome is that PAI learning is less responsive to social change as it is today, when the WHO Word Healt Organization issued a pandemic status 4 , the President appealed and the Minister of Education issued decree no. 3 and 4 in 2020 5 to learn and work from home or independently. online then this becomes a problem again for learning PAI.
In general, the obstacles to PAI learning above are compounded by the ineffectiveness of online learning due to limited infrastructure owned by each tertiary institution and institution 6 . It was also stated by Suryani that online learning decreases student learning interest 7 . Students' perceptions say that online learning seems boring and saturating so that lecturers and teachers are expected to be able to provide higher innovation and creativity 8 .
KH Abdul Chalim Mojokerto Islamic Boarding School Institute (Ikhac), a private university under the auspices of the Ministry of Religion, responded to the Minister of Education's decision to learn dan work from home. therefore since mid-March Ikhac has implemented full online learning. Seeing the Ikhac Rector's circular, the learning was fully carried out by the lecturer and reported the activity to the head of each of his study programs. Implementing online learning The Chancellor appealed to see the condition of lecturers and students so that Ikhac provides the freedom to use online learning platforms that make it easier.
As prospective teachers are not only required to be experts in delivering material / teaching materials offline (face to face in class), but are also required to be able to use an online learning system 9 . Some obstacles will certainly be found in the online learning process, so students in general must find their own solutions to the obstacles they face 10 . Various obstacles found during the online learning process can affect the psychological condition of students, so it is necessary to have a solution to these obstacles, for example the ability to manage stress faced. This condition is interesting to study considering that this online learning system was first carried out by all students simultaneously 11 . Technology cannot completely replace lecturers' tasks such as conducting face-to-face learning. However, this situation must be overcome by lecturers and students so that learning gets maximum results. UIN Bandung survey research explains that lecturers conduct online learning in various ways such as using google classroom, zoom application, whatsapp and others 12 . The obstacles faced by lecturers and students are very varied, which means it is not like doing face-to-face learning. From some of the information above, the authors try to describe the application of PAI learning at the KH Abdul Chalim Pacet Mojokerto Islamic Institute.

RESEARCH METHOD
This research uses qualitative research with a case study approach. The research design uses descriptive analytic that is to explain the results of field research descriptively and analyze with relevant theories and the results of previous studies 13 . This research is located at the KH Abdul Chalim Pacet Mojokerto Islamic Boarding School Institute for Interdisciplinary Islamic Religious Education Program. The informants of this research are lecturers who teach at PAI study programs, especially lecturers who are given Islamic Education courses. According to Yin 14 said that "the case study is a naturalistic research that investigates phenomena in the context of real life and utilizes multi-source evidence sources" and data collection techniques that is by observing participation, researchers participate in all activities at the KH Abdul Chalim Mojokerto Islamic Boarding School Instititute. Researchers conducted interviews from various lecturer, staff, student and campus management sources. Interviews conducted in an informal condition so that the data acquisition is more comprehensive. Analysis of the data of this study follows what was suggested by Miles

Theory
Implementation is a process of applying ideas, concepts, policy, or innovation in a practical action so as to have an impact, whether in the form of changes in knowledge, skills, values and attitudes 19 . Meanwhile, according to Hamzah B Uno the implementation of learning is to apply the process of interaction between educators and students and learning resources in the learning environment and copy information exchange 20 . Implementation aside from being seen as a process, implementation is also seen as implementing an innovation and always giving birth to changes towards innovation or improvement, implementation can take place continuously over time. Nana Syaodih said that the implementation process had at least three stages or steps that had to be carried out, namely: the planning, implementation and evaluation stages 21 .
The learning of Islamic Education in Higher Education in question is the interaction between lecturers and students who study Islamic education materials. according to Ahmad Tafsir 22 that PAI learning is a process of a person to understand Islamic education materials such as fiqh, hadith, the history of Islam and Aqeedah. While the learning objectives of PAI in higher education are for students' skills as provisions for teaching in schools and for their ability to apply them in everyday life. Islamic Religious Education Learning (PAI) in schools is teaching and learning process in which there is interaction and reciprocity between the teacher as a facilitator or transferring knowledge and scholarship as recipients of knowledge that is consciously carried out in a formal environment that is the school 23 .

RESULT AND DISCUSSION
The implementation of PAI learning in higher education follows what was suggested by Nana Syaodih 24 who has stages of learning planning, learning implementation and learning evaluation. The data presented here when Ikhac tertiary institutions follow government regulations work form home mid-March to June 2020. the following will be the author's description.

PAI Learning Planning
Learning Planning is to arrange the steps that will be implemented to achieve the specified goals. The plan can be arranged based on needs within a certain period in accordance with the wishes of the planning maker 25 . But more important is the planning made must be carried out easily and on target. In the context of PAI learning 26 , planning can be interpreted as the process of preparing material, learning, the use of instructional media, the use of learning approaches and methods, assessment in the allocation of time that will be carried out at a certain time to achieve predetermined objectives 27 .
In PAI learning planning in Ikhac Mojokerto Institute is carried out before the pandemic means that when the pandemic is declared by WHO and a learning decision from home by the Minister of Education Nadim Makarim then automatically the planning of PAI learning in tertiary institutions must adjust to these conditions. From the results of interviews with several PAI lecturers in Ikhac Mojokerto that the PAI learning plan must still be carried out but it follows the conditions of the students and lecturers. The pandemic made it difficult for some lecturers to learn because some lecturers were not innovative enough to do previous learning.
PAI learning planning during the pandemic has changed in several aspects, namely the learning method which was originally free to face-to-face online and has its own constraints for lecturers and students. Some PAI lecturers also change the implementation schedule or lecture time so that many students find it difficult to follow the rhythm given by the lecturer. Less optimal learning outcomes because lecturers cannot directly assess the affective and psychomotor aspects of students. From the other side, many PAI lecturers also found innovations to do online learning on YouTube and other social media accounts, which were initially unthinkable.

Implementation of PAI Learning
The most supportive application of PAI learning in higher education is the educator factor 29 . Innovative educators will be able to provide maximum learning and be able to do varied methods 30 . Educators are able to see the condition of students socially and psychologically so as to be able to make the learning atmosphere feel comfortable 31 . Learning a pandemic will not make difficulties for lecturers if they become innovative and creative educators. Some lecturers at PAI Ikhac Mojokerto Institute study PAI learning online with various variables such as online zoom media, google classroom and simply using whatsapp.
Conducting PAI learning online makes some economically disadvantaged students unable to carry out online learning to the maximum. Students who are outside the island of Java also find it difficult to get internet access when doing online learning directly. In fact, there are some students when conducting midterm exams are unable to do the task by writing in Microsoft Word because they do not have a laptop. Besides difficulties, there are also creative lecturers and students, they are able to create YouTube and Instagram accounts to do learning. Such as Mr. Husnur Rofiq 32 doing live learning via YouTube. From some of the problems above, there are characteristics of the application of PAI learning in Higher Education as follows: Tabel.  Mojokerto's Institute evaluates in the middle of the semester and at the end of the semester. Lecturers are given full authority to provide assessments and assignments to students. Lecturer assessments include: 1) student activity and discipline in carrying out learning 2) assignments to students in the form of presentations, working on papers, 3) midterm examinations 3) written examinations and assignments at the end of the semester. Evaluation of PAI learning can run optimally if the lecturers and students work well together. Evaluations change instantly when covid-19 pandemic hits the whole world. Lecturers can no longer make and assess students to the fullest. Evaluation is constrained because the online learning process is also constrained. Therefore the evaluation carried out by PAI lecturers is only limited to cognitive assessment.
For example, Rofiq's 33 presentation in conducting PAI learning evaluation in tertiary institutions only relied on student assignments when conducting online presentations, midterms and final semester exams. Discipline and ethics are hardly touched at all. Yet according to Kholidah in PAI learning 34 , ideally learning approaches are used that are capable of accommodating cognitive, affective, and psychomotor aspects. PAI learning in the era of the pesticide should have no obstacles if the lecturer works maximally. This of course requires hard work of lecturers, students and institutions so that stakeholders are able to implement the system to the full and full responsibility. Above it has been mentioned that online learning will make students bored and boring if lecturers are less innovative in implementing learning. When lecturers are less creative in implementing online learning, the learning process will not be maximized so that evaluation in learning is also not optimal.

CONCLUSSION
Implementation of PAI learning in Higher Education during the covid-19 pandemic carried out at the PAI Study Program of Islamic Boarding School KH Abdul Chalim Pacet Mojokerto Institute through three stages namely: 1) Learning planning 2) Implementation of learning and 3) Evaluation of learning. The planning phase includes: a) the readiness of the infrastructure of lecturers and students carrying out online learning in accordance with the semester learning plan (RPS), b) the learning achievements must be in accordance with the specified targets so that lecturers and students can make maximum learning. The implementation phase of PAI learning includes: a) lecturers and students have the right to determine the media / tools made for learning b) learning methods using lectures, discussions and assignments, c) lecturers are required to be creative so that students are not bored and bored in learning activities. The evaluation phase of PAI learning includes: a) the activeness and discipline of students in carrying out learning, b) assignments to students in the form of presentations, working on papers, c) midterm exams, d) written examinations and assignments at the end of the semester. 33 Husnur. 34 Amin A. Rifqi, Sistem Pembelajaran Pendidikan Agama Islam pada Perguruan Tinggi Umum (Deepublish, 2015).