<![CDATA[The utilization of Learning Management Systems (LMS) in secondary schools is generally limited to content distribution and has not been optimized as a digital data-based evaluation tool. This study aims to analyze the implementation of integrated formative and summative evaluation based on learning analytics in Islamic Religious Education (PAI) and map the contribution of cyber activity data to student learning outcomes. Employing a qualitative approach with a descriptive case study design, data were gathered through in-depth interviews, cyber classroom observations, and digital documentation via LMS log activity extraction from 6 key informants selected through purposive sampling. The results indicate that the extraction of mechanical LMS data successfully profiles three dimensions of student engagement: behavioral, cognitive, and social engagement. The consistency of log data across these three dimensions is proven to be directly proportional to the student's formative quiz passing rates and final summative scores. For teachers, the analytics dashboard visualization functions as an early warning system to detect declining learning motivation in real-time. The conclusion of this research confirms that fusing cyber process data shifts the conventional evaluation paradigm into an objective, transparent, data-driven assessment model while maintaining the essence of humanistic affective character assessment. Abstrak Pemanfaatan Learning Management System (LMS) di lingkungan sekolah menengah umumnya masih terbatas sebagai media distribusi materi dan belum dioptimalkan sebagai instrumen evaluasi berbasis data digital. Penelitian ini bertujuan untuk menganalisis implementasi integrasi evaluasi formatif dan sumatif berbasis learning analytics dalam pembelajaran Pendidikan Agama Islam (PAI) serta memetakan kontribusi data aktivitas siber terhadap capaian belajar peserta didik. Menggunakan pendekatan kualitatif dengan rancangan studi kasus deskriptif, data dihimpun melalui wawancara mendalam, observasi kelas siber, dan dokumentasi berupa ekstraksi log aktivitas digital dari 6 informan kunci yang dipilih via purposive sampling. Hasil penelitian menunjukkan bahwa ekstraksi data mekanis LMS berhasil memprofilkan tiga dimensi keterlibatan siswa secara akurat, yaitu perilaku (behavioral), kognitif (cognitive), dan sosial (social engagement). Konsistensi log data pada ketiga dimensi tersebut terbukti berbanding lurus dengan tingkat kelulusan kuis formatif dan nilai sumatif akhir siswa. Sementara bagi guru, visualisasi dashboard analitik berfungsi sebagai early warning system untuk mendeteksi penurunan motivasi belajar secara real-time. Kesimpulan riset ini menegaskan bahwa peleburan data proses siber mampu menggeser paradigma evaluasi konvensional menjadi model penilaian berbasis bukti (data-driven) yang objektif, transparan, sekaligus tetap menjaga esensi penilaian karakter afektif yang humanis. ]]>
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