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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of General Education and Humanities
Anam, Muhamad Abdul
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Gendered Construction of Religious Authority in Islamic Education Textbooks under Indonesia’s Merdeka Curriculum: A Critical Discourse Analysis Anam, Muhamad Abdul; Anwar, Khairil; Masuwd, Mowafg Abrahem
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1246

Abstract

This study examines gender bias in elementary school Islamic Religious Education (IRE) textbooks under Indonesia’s Merdeka Curriculum. Although gender representation in textbooks has been widely studied, research integrating Critical Discourse Analysis with Islamic feminist perspectives in the context of religious education remains limited. This study aims to identify forms of gender bias, analyze the discursive strategies that reproduce them, and interpret their implications for the construction of religious authority. The research employed qualitative document analysis using Critical Discourse Analysis (CDA). Data were collected from 214 textual units and 96 visual illustrations in elementary-level IRE textbooks, complemented by semi-structured interviews with four Islamic education teachers in Pulang Pisau Regency, Central Kalimantan. The analysis focused on actor representation, distribution of social roles, grammatical structures, and the construction of religious leadership. The findings reveal a significant gender imbalance. Men appear as 61.7% of the main subjects and dominate 78.8% of religious leadership roles. Male characters are more frequently associated with active grammatical structures (68.2%), while women appear more often in passive constructions and domestic activities (67.8%). These patterns contribute to what this study conceptualizes as the masculinization of religious authority, where religious leadership and moral authority are discursively associated with male figures. Teacher interviews indicate awareness of this imbalance, although textbooks still strongly influence students’ perceptions of gender roles. The findings highlight the need for gender-responsive revisions of religious education materials to promote more inclusive representations.
A Model for Implementing Good School Governance in the Supervision of Islamic Education in Sebangau Kuala Subdistrict, Pulang Pisau Regency Anam, Muhamad Abdul; Pelu, Ibnu Elmi A. S.
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.335

Abstract

This study aims to analyze and develop a model for implementing Good School Governance (GSG) to enhance the effectiveness of supervision in Islamic Religious Education. A quantitative approach with an explanatory design was employed. Data were collected via a questionnaire administered to 150 respondents, comprising Islamic Religious Education teachers, school principals, and supervisors in Sabangau Kuala Subdistrict, Pulang Pisau Regency. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results of the study indicate that all dimensions of GSG namely transparency, accountability, participation, responsibility, and independence, have a positive and significant effect on the effectiveness of PAI supervision. Accountability is the variable with the most dominant influence. The research model exhibits strong explanatory power with an R-square value of 0.682, indicating that GSG accounts for the majority of the variation in supervisory effectiveness. These findings confirm that integrating the principles of good school governance into the supervisory system can enhance the quality of planning, implementation, evaluation, and follow-up of supervision on an ongoing basis. Theoretically, this study enriches the body of research on Islamic education management based on governance. Practically, this study provides recommendations for policymakers to optimize GSG-based supervision. This study recommends the development of further studies with a broader geographical scope and a mixed-methods approach to obtain more comprehensive results.
The Role of Supervision in Improving the Performance of Islamic Education Teachers in Special Regions: A Structural-Functional Perspective Anam, Muhamad Abdul; Erawati, Desi; Hilmy, Masdar
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.349

Abstract

This study aims to analyze the role of supervision in improving the performance of Islamic Religious Education (IRE) teachers in remote areas, with a focus on Sebangau Kuala Subdistrict, Pulang Pisau Regency. This study is motivated by the importance of supervision as a strategic mechanism within the education system, particularly in remote areas facing limitations in access, infrastructure, and human resources. A structural-functional approach is employed to understand the role of supervision in maintaining the balance of the education system. This study employs a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation involving Islamic Education teachers, school principals, and educational supervisors. Data analysis was conducted using thematic analysis to identify patterns of the functions and challenges of supervision in the local context. Research findings indicate that supervision serves two primary functions: first, as a professional development mechanism that enhances teachers’ pedagogical competencies, reflective practices, and instructional strategies; and second, as an integrative tool that aligns the curriculum, school policies, and instructional practices. However, the effectiveness of supervision remains hindered by structural factors such as geographical constraints, a shortage of supervisors, a formalistic approach, and a lack of follow-up. This study is limited to the context of a specific region with limited access and resources, so the generalizability of the findings remains limited. However, the results have implications for the development of more adaptive and context-specific supervision models.
Co-Authors Desi Erawati, Desi Khairil Anwar Masdar Hilmy Masuwd, Mowafg Abrahem Pelu, Ibnu Elmi A. S.