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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Indonesian Progressive Education
Muh. Natsir
STAI Al-Furqan Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Madrasah Head's Strategy in Developing Radhiatul Adawiyah Mangga Tiga Makassar Madrasah Aliyah Eva Sri Rohani; Muh. Natsir; Fita Dewi Yuniar; Rosika Indri Karadona
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 1 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i1.185

Abstract

This research focuses on the Strategy of the Head of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar. This research aims to: (1) To analyze the strategy of the head of madrasah in the development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar, (2) To identify the supporting and inhibiting factors in the development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar. The problem formulations are: (1) What is the strategy of the Head of Madrasah in the Development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar? (2) What are the Supporting and Inhibiting Factors in the Development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar? Can the head of madrasah's strategy develop the madrasah in accordance with the arrangements made by the head of madrasah or the madrasah itself? This research uses a qualitative approach, and the approach used is a case study approach that only focuses on the madrasah. Data collection was carried out using observation, interview, and documentation methods. The collected data is then processed through data reduction, data presentation, and conclusion drawing. From the research results, it can be concluded that. The results showed that the head of madrasah implemented several main strategies, namely: (1) formulating the vision and mission of the madrasah in a participatory manner; (2) improving the quality of teachers through routine training and internal coaching; (3) improving facilities and infrastructure gradually according to needs; (4) building partnerships with the community, madrasah committee, and external institutions; (5) as well as instilling a religious culture and discipline in all madrasah members. These strategies have proven effective in the development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar.
Evaluation of Planning, Implementation, and Assessment of Islamic Religious Education Learning in State Elementary School Suwarni Jayanti; Ma'rifah Ma'rifah; Nurrahma Nurrahma; Amalia Syurgawi; Muh. Natsir
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 3 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i3.261

Abstract

This study aims to evaluate the planning, implementation, and assessment of Islamic Religious Education (PAI) learning at 193 Barru State Elementary School. The research uses a descriptive qualitative approach to gain an in-depth and contextual understanding of PAI learning practices that take place in schools. Data was collected through observation, in-depth interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawing using source and method triangulation techniques. The results of the study show that the PAI learning plan has been prepared according to the curriculum and meets administrative completeness, but it is still normative and less innovative and not fully oriented to students. The implementation of learning is conducive and religious, but it is still dominated by a teacher-centered approach with limited variations in learning methods and media. Meanwhile, PAI learning assessments tend to focus on cognitive aspects, while affective and psychomotor assessments have not been carried out systematically and measurably. This research emphasizes the importance of developing more creative, participatory, and holistic PAI learning in order to be able to form students who have faith, noble character, and are able to practice Islamic teachings in daily life.
Critical Study of the Meaning of Modernity in Education Muh. Natsir; Eva Sri Rohani; St Hajrawati; Ismail Usman; Muchlas Khotomi; Suhartina Suhartina; M. Yunus
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.223

Abstract

This study critically examines the meaning of modernity in education, with particular emphasis on the perspective of Islamic education. It aims to analyze the concept of educational modernization, explore the historical background of modernization in Islamic education, identify its key ideas and principles, and examine its implementation in light of educational values, especially Islamic values. Modernity in education is characterized by the rapid advancement of science, technology, and social transformation, which significantly influence educational systems and learning practices. While these developments provide opportunities to improve the quality, effectiveness, and accessibility of education, they also raise challenges in preserving moral values, cultural identity, and character development. Therefore, a critical understanding of modernity is essential to ensure that educational progress is not solely driven by technological advancement but also remains aligned with the fundamental goals of education. This study employed a library research method by reviewing relevant books, scholarly articles, and other academic literature. The findings indicate that educational modernization should be understood as a process of renewal that enhances educational quality and responsiveness to contemporary demands. However, its implementation must be balanced with ethical, spiritual, and character-based values to prevent scientific and technological progress from overshadowing the broader educational mission. The study concludes that modernity should be viewed as an adaptive educational paradigm that integrates innovation with humanitarian, moral, and religious principles, particularly within the framework of Islamic education. Such an approach is expected to foster competent, ethical, and socially responsible individuals capable of addressing the challenges of an increasingly dynamic global society.
Educational Theory Review: Contemporary Perspectives Firman Firman; Ainun Latifah S; Sri Julianti; Haerul Anugerah; Julkarnain Julkarnain; Muh. Natsir; Faisal Faisal
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.225

Abstract

The examination of the review of educational theory is covered in this article. Education is a crucial procedure in determining the caliber of human resources and maximizing each person's potential. The dynamics of learning, scientific advancements, and shifting cultural demands gave rise to a variety of educational philosophies. Thus, it is crucial to analyze different educational theories in order to comprehend the pedagogical, psychological, and philosophical underpinnings of education. The purpose of this study is to evaluate the many educational ideas that have evolved over time, pinpoint the traits, benefits, and drawbacks of each theory, and assess its applicability to modern teaching methods.  Through the examination of several books, scientific publications, and pertinent scholarly sources, the study employs a qualitative approach with the library research method. The analysis's findings demonstrate how several educational theories, including constructivism, behaviorism, cognitivism, and humanism, contribute differently to the explanation of the teaching and learning process. Every theory has a unique viewpoint on the roles of teachers, students, learning methods, and educational objectives. An integrative approach is required based on the characteristics of students and the learning setting because no single theory can adequately address all educational difficulties.
Problem Based Learning (PBL) Based on Multiculturalism at SMA Tonasa 1 Pangkep Suwarni Jayanti; Nurrahmah Nurrahmah; Ma’rifah Ma'rifah; Andi Azis; Alimuddin Alimuddin; Muh. Natsir
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.226

Abstract

This research aims to analyze the implementation of multicultural-based Problem Based Learning (PBL) in the 11th grade at SMA Tonasa 1 Pangkep, its impact on students, as well as the supporting and inhibiting factors. This research uses a qualitative approach with a case study design. Data were obtained thru observations, interviews with teachers and school principals, as well as learning documentation. The research results show that the implementation of multicultural-based PBL proceeds gradually and contextually by utilizing problems that are close to students' social experiences. This model encourages students to be more active, enhances critical thinking skills, learning participation, tolerance, empathy, communication, and appreciation of differences. Conceptually, multicultural-based PBL contributes to the formation of active, inclusive, and humanistic learning, while theologically it is grounded in the values of the Qur'an, specifically Qs. Al-Mumtahanah verse 8 and Qs. Al-Hujurat verse 13. Supporting factors for the implementation of this model include teacher commitment, the formation of heterogeneous groups, contextual problem design, and learning device support. The inhibiting factors include time constraints, curriculum load, limited facilities, and differences in students' communication skills. This study concludes that multicultural-based PBL has the potential to enhance students' academic competence as well as their social attitudes if supported by teacher facilitation, an inclusive school environment, and parental involvement.  
Co-Authors Ainun Latifah S Alimuddin Alimuddin Amalia Syurgawi Andi Azis Eva Sri Rohani Faisal Faisal Firman Firman Fita Dewi Yuniar Haerul Anugerah Ismail Usman Julkarnain Julkarnain M. Yunus Ma'rifah Ma'rifah Ma’rifah Ma'rifah Muchlas Khotomi Nurrahma Nurrahma Nurrahmah Nurrahmah Rosika Indri Karadona Sri Julianti St Hajrawati Suhartina Suhartina Suwarni Jayanti