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Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Published by Ikatan Cendekiawan Ilmu Pendidikan Islam
ISSN : -     EISSN : 27765229     DOI : 10.52366
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
EDUSOSHUM (Journal of Islamic Education and Social Humanities) is a refereed journal published by Ikatan Cendekiawan Ilmu Pendidikan Islam (ICIPI). It is a semi-annual journal published in April, August and December. The EDUSOSHUM has sought to publish research on publishing qualitative, quantitative, and mixed research articles in the scope of Islamic Education including, teaching and learning of Islamic education, Educational management and administration, curriculum, organizations, educational psychology and development psychology.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 21 Documents
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Search results for , issue "Vol. 5 No. 1 (2025)" : 21 Documents clear
Implementation of Supervision and Evaluation of Multicultural Education in Effective Islamic Religious Learning Models at SMPIT As-Sunnah Makassar Arifuddin, Arifuddin; Yani, Ahmad; Ismail, Ismail
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.v5i1.209

Abstract

This study aims to examine the implementation of supervision and multicultural education evaluation within an effective Islamic Religious Education (IRE) learning model at SMP Islam Terpadu (Integrated Islamic Junior High School) As-Sunnah Makassar. Multicultural education plays a vital role in shaping students’ tolerant and inclusive character, especially within a school environment grounded in Islamic values. A descriptive qualitative approach was employed using a case study method. Data collection techniques included classroom observation, in-depth interviews, and documentation. The findings reveal that supervision is carried out in an educative and developmental manner, encouraging teachers to design contextual, collaborative, and integrative learning strategies that align with multicultural values. The dominant instructional model applied is Contextual Teaching and Learning (CTL), which is further supported by cooperative learning and problem-based learning approaches. Evaluation is conducted comprehensively and continuously, covering cognitive, affective, and psychomotor domains, while also incorporating reflection and character development processes. Teachers act not only as instructors but also as role models who embody Islamic values in their daily interactions with students. This study underscores the importance of synergy between educative supervision, relevant learning models, and continuous evaluation in fostering effective and contextual IRE learning within a multicultural educational setting.

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