Font Size: 

This study examines gender mainstreaming in Islamic education supervision through a constructive reflection on the performance of gender-oriented supervision at As'adiyah Sengkang Islamic Boarding School. The research employs a field study approach, utilizing in-depth interviews, participatory observation, and documentation as data collection techniques. These data are subsequently reduced, presented, and verified to draw conclusions. The findings indicate that gender mainstreaming in the supervision of Islamic education is grounded in a strong normative theological foundation within Islamic teachings. This serves as a paradigmatic framework for Islamic education, as reflected in the Qur'an, hadith, and various scholarly works that constitute the core of Islamic education studies at As'adiyah Sengkang Islamic Boarding School. The implementation of gender mainstreaming in Islamic education supervision can be categorized into three key dimensions: the subject of supervision, the supervision process, and the object of supervision. Additionally, the implications of supervision consistently position gender equality as a fundamental benchmark in Islamic education. As a constructive reflection on the performance of gender-oriented Islamic education supervision at As'adiyah Sengkang Islamic Boarding School, the study emphasizes that supervision should involve all stakeholders, transcending gender barriers while maintaining propriety and ethical considerations. Furthermore, the enrichment of materials, media, and strategies for gender-oriented Islamic education supervision should align with the institution’s scientific vision to ensure its effectiveness and sustainability.