Transformasi Supervisi Pendidikan Islam: Dari Paradigma Otoriter Menuju Kolaboratif-Humanis

2026-06-02T17:21:45+08:00

Islamic education supervision plays a strategic role in improving educational quality through the professional development of teachers. However, supervision practices in various Islamic educational institutions remain largely influenced by a traditional paradigm that is authoritarian, inspection-oriented, administrative, and focused on fault-finding. This condition reduces the effectiveness of supervision in strengthening teacher professionalism and may generate resistance, weaken motivation, and limit teachers’ creativity. In addition, a gap remains between the modern concept of humanistic and collaborative supervision and its implementation in educational practice. This study aims to examine the transformation of the Islamic education supervision paradigm toward a collaborative-humanistic supervision model and to analyze the integration of Islamic values in its implementation. This study uses a library research method with a descriptive qualitative approach through a review of books and scholarly articles related to Islamic education supervision. The findings indicate that Islamic education supervision has shifted from a control-based approach toward a professional development model that is more humanistic, democratic, participatory, and reflective. The collaborative-humanistic approach is considered relevant to contemporary Islamic education because it positions teachers as professional partners rather than objects of inspection. Clinical supervision also emerges as an effective model for improving learning quality through dialogical and reflective processes. The integration of the values of amanah, ihsan, musyawarah, and islah strengthens the distinctive character of Islamic education supervision by ensuring that supervision is not only directed toward competence improvement but also toward teachers’ moral and spiritual development. This study contributes theoretically to the development of Islamic education supervision literature and provides practical implications for supervisors, school leaders, and Islamic educational institutions in implementing supervision that is collaborative, humanistic, reflective, and grounded in Islamic values.

Strategi Pembelajaran Pendidikan Agama Islam dalam Membentuk Perilaku Religius Siswa Autis

2026-06-04T19:37:50+08:00

Islamic Religious Education (PAI) is oriented not only toward the transmission of knowledge about Islamic teachings, but also toward the formation of students’ personality and religious behavior. However, PAI learning for autistic students requires specific strategies because they have characteristics such as communication barriers, limited social interaction, and a tendency toward concrete and visual thinking. This study aims to examine PAI learning strategies in shaping the religious behavior of autistic students. This study used a qualitative approach with a library research method through a review of relevant literature on PAI learning strategies, the characteristics of autistic children, and the formation of religious behavior. The results of the review show that effective learning strategies for autistic students in PAI learning include an individual approach, the use of visual media, the provision of simple and gradual instructions, positive reinforcement, and the creation of a structured and consistent learning environment. These strategies need to be implemented based on learning principles that are structured, patterned, programmed, consistent, and continuous. These findings affirm that PAI teachers have a central role as educators, facilitators, motivators, and evaluators in supporting the formation of religious behavior among autistic students. The conclusion of the study shows that adaptive and consistent PAI learning strategies can help autistic students develop religious behavior in accordance with their abilities and learning characteristics. The implications of this study provide theoretical contributions to the development of inclusive PAI learning studies, as well as practical implications for teachers in designing learning that is more individual, visual, structured, and oriented toward the formation of individuals who are faithful, pious, and noble in character.

TSAQOFAH

Transformasi Supervisi Pendidikan Islam: Dari Paradigma Otoriter Menuju Kolaboratif-Humanis

Strategi Pembelajaran Pendidikan Agama Islam dalam Membentuk Perilaku Religius Siswa Autis