THE INFLUENCE OF AQIDAH AKHLAK AND SOCIOLOGY LEARNING OUTCOMES ON THE FORMATION OF STUDENT CHARACTER

This study aims to determine the effect of moral theology learning outcomes and sociology learning outcomes on the formation of student character. This research uses a quantitative approach, because the data presented is in the form of numbers. The method used is descriptive correlational. The research subjects were taken from 26th grade XI students. Data was collected using test, documentation and observation methods. Data were analyzed using IBM's SPSS version 26 application program. Hypothesis testing is done by statistical analysis techniques that are using multiple linear regression test. Based on the results of the study concluded that there is an influence of moral theology learning outcomes and sociology learning outcomes together can have an influence on student character. It is proven that the significance value of the regression in ANOVA test table is 0,000 (<0.05), then Ho is rejected and H1 is accepted. The magnitude of influence is equal to 57.7%.


INTRODUCTION
Character education plays a very important role in shaping character in students. Faith and devotion, responsibility, curiosity, competence, discipline and high tenacity can be possessed by students with character (Supriyadi, 2011). They will be better able to face life's challenges one day. Therefore, the values of character education are an aspect that must be instilled in educational institutions. One of the Islamic education institutions that can be used in the development of character education values is madrasas, which have integrated character values in religious subjects as a whole (Isnaini, 2013).
The results of observations at MA Darul Iman for class XI students obtained information that there are some students who rarely pray, are not responsible for doing assignments either individually or in groups, lack of  curiosity, lack of knowledge, lack of discipline, lack of hard work and are less innovative, often late , lack of attendance, cheating, lack of cooperation, not obeying the applicable rules and many other actions of students with poor character.
Schools, especially religious education institutions, need to understand things that can have an influence on character building in students. Thinking and acting can be done in learning so that it reaches three domains, namely cognitive, affective, and psychomotor for life provisions (Lestiawan & Johan, 2018). Active-cognitive learning research is a fundamental component of the education system (Karpov, 2017). So it is necessary to do research related to learning outcomes to determine the achievement of learning objectives.
Learning outcomes are defined as changes in student behavior after they participate in learning activities (Mahmudi & Shofro, 2019). This behavior change is a reflection of achievement after learning activities.
Subjects that can be used as tools in character building are Aqidah Akhlak and Sociology subjects. This is evidenced by the findings which state that character building through the delivery of Aqidah Akhlak learning produces very satisfying results (Putra, 2017). In addition, other findings also state that the internalization of disciplinary values can be inserted into sociology subjects, then applied in school discipline (Puspasari et al., 2013).
These findings can be used as a basis for this research, resulting in new findings.
Based on the background of the problem, this research wants to know whether or not the influence of Aqidah Akhlak learning outcomes and Sociology learning outcomes on the character building of class XI students at MA Darul Iman, West Bandung Regency.

Character Education
Etymologically, character is defined as character/habit. According to psychologists, character is a belief system and habits that govern a person's actions. Character is also referred to as morals based on an Islamic point of view, which means a trait that arises from a person's heart to act spontaneously and without consideration (Isnaini, 2013). The word character is also often interpreted as character. Embedding character is not easy, it needs a long process, namely through education (Al-Anwari, 2014).
Education is an effort to change student behavior so that they become mature and independent individuals in their surroundings (Sagala, 2014:3). As for education in schools, it is expected that graduates have reached a level of development in basic skills, the ability to think critically, plan studies and the future (Reiska et al., 2018).
Human resources with good character are needed in national development (Suastra et al., 2017). Early childhood education and high quality parenting experience are very important for the growth and development of children (Megalonidou, 2020). Therefore, it is necessary to have education that directs the development of children's character.
Character education is moral education as a whole, including cognitive, affective, and psychomotor aspects (Isnaini, 2013). So that students not only know, but also have the desire and are able to carry it out (Al-Anwari, 2014).
Character education can develop well if a religious spirit is instilled in children, therefore the material of aqidah in Islamic Education is transformed into one of the supports in building student character (Ainiyah, 2013).
Character planting can be done during teaching and learning activities in the presence of stimulus and responses as in behavioristic learning theory.
Behavioristic theory states that learning is a behavior change in a person that results from learning experience, the originators of this theory are Gagne and Berliner. These behavioral changes can be measured, observed, and   (Thobroni, 2015: 56-57). In other words, this shows that there is a need for education and teaching that leads to character building. The formation in behavioral learning theory is used to refer to the teaching of new behaviors by strengthening students to approach behaviors that match expectations (Slavin, Robert E, 2011: 190). This behavior will appear as a result of experience or learning outcomes so that this behavior will be embedded into a character for students.

Learning outcomes
Learning outcomes are the achievement of goals for students after experiencing the learning process (Purwanto, 2016). Learning outcomes are changes in behavior and learning achievement of students according to learning objectives after experiencing the learning process (Mahmudi & Shofro, 2019). A person is stated to have learned when he has experienced a change in behavior. Of course, with a change in behavior that is not good to good, then good to better.
According to Boom's taxonomy, learning outcomes are classified into three aspects, namely cognitive (memory), affective (feeling) and psychomotor (ability and skills) (Arikunto, 2016). These three aspects need to be developed thoroughly, not just promoting one of them. Thus, learning objectives can be achieved effectively as expected.
The term aqidah is defined as something that must be declared true in the human heart and soul so that he feels at ease with him which grows into a belief without any doubts (Putra, 2017). Then, morals are defined as actions that are firmly embedded in the human soul into personalities so that they do it spontaneously without thinking (Suryawati, 2016). When aqidah has been embedded in the human soul, an action will emerge as a form of its implementation from learning outcomes.
The existence of learning aqidah akhlak is expected to produce a behavior change in students after they experience the learning process.  Aqidah Akhlak teaches how to behave properly in accordance with the Shari'a such as: ethics, manners, norms, how to get along, respect people and so on (Yanti, 2017). Aqidah akhlak education is closely related to character education which includes hablum minallah and hablum minannas. The goal is to create kamil people (Suryawati, 2016). Thus, learning aqidah morals can form humans with noble characters as a form of learning outcomes.
Apart from aqidah akhlak, sociology learning also contributes to character building, this can be seen in formal education institutions at the high school level (SMA) (Putri, 2011). The internalization of character can be carried out by teachers in sociology subjects by prioritizing values that will be applied such as discipline and sanctions if there is a violation (Puspasari et al., 2013). Thus, these character values will be firmly embedded in students so that they form a personality.
Character values are not like ordinary subject teaching materials, but need to be internalized in the learning process (Fatmah et al., 2014). So there needs to be a long enough process to instill good habits according to learning objectives. One of them is through the sociology learning process, especially in cultivating the habit of living in a social environment in accordance with the rules.
According to Albert Bandura, the behavior displayed by humans can be predicted and modified with learning principles that still pay attention to the way of thinking and social relationships (Tarsono, 2010). This is certainly in line with the sociology subject matter which teaches students to behave well in their social life. This behavior can be measured from the acquisition of student learning outcomes.

METHOD
This study uses a quantitative approach, because the data listed is in the form of numbers. The method used is descriptive correlational to determine the relationship between variables. The research subjects were class XI  Data were collected using the test method to determine sociology learning outcomes, documentation to collect data on learning outcomes of Aqidah Akhlak from teachers, and observations to collect data related to student character at school. The data collection tool uses a check list using a Likert scale to measure student character. There are 4 alternative answers, namely very good, good, sufficient, and less. The aspects that are assessed in character building are prayer worship, responsibility, curiosity, deepening knowledge, discipline, hard work and creativity.
Data analysis was performed with the help of IBM's version 26 SPSS application program to perform conditional tests, namely: normality test, multicolinearity, heteroscedasticity and autocorrelation. Many assessment and evaluation studies use statistical hypothesis testing, such as the independent sample t test or analysis of variance, to test the equation for two or more variables (Nordstokke et al., 2011). As for testing the hypothesis in this study using statistical analysis techniques, namely multiple linear regression test.

Descriptive statistics
Descriptive statistics describe or describe data seen from the mean / average, standard deviation, and the number of data / samples

Classic Assumption Test
Multiple linear regression analysis simultaneously with the classic assumption test (Normality, Multicollinearity, Heteroscedasticity, and Autocorrelation) simultaneously which will be detailed as follows:

a. Results of Data Normality Test Analysis
1) Testing the normality of data on multiple linear regression using the Probability Plot Picture 1. Probability Plot  Picture 1 illustrates that the data is scattered along the diagonal line (near the diagonal line). So the conclusion is that the regression model is normally distributed.
2) Testing the normality of data on multiple linear regression using a histogram, the following results:

Picture 2. Histogram
Picture 2 shows that the curve forms a curve of the norm curve (similar to a bell), then the residual is declared normal so that the assumption of normality of the data is fulfilled. Thus, the conclusion is that the regression model is normally distributed.
3) Testing data normality on multiple linear regression using the One-

Sample Kolmogorov-Smirnov Test
If you are in doubt about the Probability Plot and Histogram, because it uses graphs, then you can use an alternative test, namely by using the One-Sample Kolmogorov-Smirnov Test. This is because each person's interpretation can be different, there are many elements of subjectivity. The following SPSS output concerns:  Learning Outcomes is 0.279. The sig value of the two variables is> 0.05, so the conclusion is that there are no symptoms of heteroscedasticity.

d. Autocorrelation Test Results
According to Ghazali, "There is no autocorrelation symptom if the d (durbin-warston) value is between the dU (Upper durbin) and the (4-du) value (Ghozali, 2011).

dU < d < 4 -dU
To find out the value of d (durbin Watson) have a look at the following SPSS output: independent variables) and n = 26 (amount of data) with a significance of 5%. As follows: Table 6. Durbin-Watson .

Hypothesis test a. Partial t test
Starting from the Partial t test on Multiple Linear Regression, Partial t test is a test of the influence of variable X independently of variable Y.

Basis for Decision Making
o If the Sig value > 0.05, the independent variable (X) partially (individually) has no effect on the dependent variable (Y) o If the Sig value < 0.05 then the independent variable (X) partially (individually) affects the dependent variable (Y) The following is the output of the SPSS partial t test  Ho = There is no effect of learning outcomes of aqidah morals on the character building of students H1 = There is an effect of learning outcomes of aqidah morals on the character building of students The Sig value for the Aqidah Akhlak Learning Outcomes variable is 0.347 (> 0.05), so Ho is accepted, so the conclusion is: "There is no effect of learning outcomes of aqidah akhlak on the formation of student character".

Hypothesis 2:
Ho = There is no effect of sociology learning outcomes on the character building of students H1 = There is an effect of sociology learning outcomes on the character building of students The Sig value for the Sociology Learning Outcomes variable was 0.002 (< 0.05), so Ho was rejected so the conclusion was: "There is an effect of sociology learning outcomes on the character building of students".

b. Simultaneous F Test
Furthermore, simultaneous F test on Multiple Linear Regression is to test the effect of the two variables X simultaneously on variable Y. Here is the sound of the hypothesis: H0 = There is no effect of learning outcomes of aqidah morals and sociology learning outcomes on student character H1 = There is an effect of learning outcomes of aqidah morals and sociology learning outcomes on student character Basic decision making: o If the Sig > 0.05 then Ho is accepted o If the Sig < 0.05 then Ho is rejected The output from SPSS we see the following F test results:  is rejected and H1 is accepted so that the conclusion: "There is an effect of learning outcomes of aqidah morals and sociology learning outcomes on the formation of student character" or it can be said that "learning outcomes Aqidah morals and sociology learning outcomes can both have an influence on the character building of students.
Furthermore, to see how much influence the independent variables have on the dependent variable either partially or simultaneously, it can be seen that the following SPSS outputs are: The value of R Square is 0.577 or 57.7%, so it can be said that the learning outcomes of aqidah akhlak and sociology learning outcomes

DISCUSSION
The results of data analysis from this study using multiple linear regression test at a significance level of α 0.05 obtained a significance value of 0.000 smaller than 0.05, so there is an effect of learning aqidah akhlak and sociology learning outcomes on character building of MA Darul Iman students. West Bandung Regency.
Students are subjects in learning that require the cultivation of character values so that they become individuals who are ready to face various challenges someday. Character can be the main asset for students to behave in their environment. The good and bad character of a person can be described through their behavior in everyday life. Character can also be influenced by various aspects including through education and learning.
Especially in the subjects of aqidah morals and sociology at Madrasah Aliyah (MA).
Madrasah is a formal educational institution in which it provides various teachings to mature students. One of them is through the subject of aqidah morals, students are taught how to behave properly in accordance with the law such as: ethics, manners, norms, how to get along, respect people and so on (Yanti, 2017). That way students can find out about good and bad based on Islamic law, so that they are aware to always behave well. This proves that learning aqidah morals in Madrasahs contributes to the formation of student character in accordance with the Shari'a. These characters can be firmly embedded in students by teaching, role models and habituation.
In addition, character planting can also be done through sociology learning in schools / madrasas that prioritizes character values such as discipline and penalties for violations (Puspasari et al., 2013). Such as the enactment of rules that are applied in schools such as how to wear, enter class, courtesy to teachers and fellow students, and so on. This is done in order to form students with character according to the rules of both religion and state.
If education, teaching and habituation are continuously carried out, these characters will be embedded in the souls of students and applied in everyday life in the form of behavior that matches the expectations of educational goals. Likewise, the behavior patterns in behaving and speaking can be well controlled.

CONCLUSION
Based on the results of data analysis, the authors conclude that there is an effect of aqidah akhlak learning outcomes and sociology learning outcomes together can have an influence on the character formation of class XI students of MA Darul Iman, West Bandung Regency. It is proven that the significance value for regression in the anova test table is 0.000 (< 0.05), so Ho is rejected and H1 is accepted. The amount of influence is equal to 57.7%.