Planning for multiple intelligences-based Islamic religious education instruction at a State Senior High School in Palu city

Abstract

This study examines the principal’s supervision model in enhancing the performance of Islamic Education teachers in a state senior high school in Palu. This research used a qualitative case study approach. The primary informants were school principals, Islamic education teachers, and students. Data were collected through semi-structured interviews, participatory observations, analysis of written materials, and teachers' teaching experience. All data were analyzed thematically through stages of data reduction, data display, and conclusion drawing/verification. The validity of the findings was ensured through triangulation of sources and techniques, as well as participant validation. The results show that multiple intelligences-based Islamic religious education at State Senior High School in Palu begins with identifying students' characteristics, needs, abilities, interests, and potential through observation, interaction, activities, and student responses. These insights serve as the basis for determining learning objectives, content, strategies, methods, media, activities, and assessments. The planning is student-oriented, flexible, and contextual. However, the mapping of the eight types of intelligence has not been conducted using formal instruments nor explicitly documented in the instructional materials. In implementation, teachers deliver multiple intelligences-based instruction through introductory, core, and concluding phases that provide diverse learning experiences. Teachers use discussions, question-and-answer sessions, group work, presentations, assignments, practical exercises, instructional media, and reflection to help students develop linguistic, interpersonal, kinesthetic, visual-spatial, intrapersonal, and logical-mathematical abilities.