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All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Sujarwanto Sujarwanto
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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School Governance in Achieving SDG 4: A Multi-Site Study of Madrasah Diniyah in Pasuruan, Indonesia Iswahyuni Iswahyuni; Sujarwanto Sujarwanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.266

Abstract

Objective: This study aims to examine the implementation of school governance in strengthening the quality of Madrasah Diniyah through a multi-site study conducted in three Madrasah Diniyah in Pasuruan Regency, Indonesia. Method: A qualitative multi-site research design was employed involving Madrasah Diniyah Miftakhul Ulum 31, Madrasah Diniyah Takmiliyah Ula Nurul Fityan, and Madrasah Diniyah Roudhotul Hikmah. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, education officials, and community representatives. Data were analyzed using the interactive model of data condensation, data display, conclusion drawing, and cross-site analysis to identify common governance practices. Results: The findings reveal that effective school governance is achieved through the integration of curriculum management, human resource development, infrastructure management, financial accountability, and stakeholder collaboration. Institutional leadership, teacher commitment, active community participation, and government support through the Regional Operational Assistance (BOP) program significantly contribute to improving educational quality. However, limited infrastructure, inadequate digital learning facilities, financial constraints, and restricted instructional time remain major challenges. Despite these limitations, the three Madrasah Diniyah have maintained educational quality through adaptive leadership, transparent governance, and collaborative partnerships with local communities. Novelty: This study proposes an integrated school governance framework specifically developed for Madrasah Diniyah by demonstrating that governance effectiveness is determined by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education and provide practical guidance for policymakers and educational leaders to strengthen governance practices and improve the sustainability and quality of Madrasah Diniyah.
Extending Juran’s Quality Trilogy in Islamic Boarding Schools: Empirical Insights for Realizing SDG 4 in Indonesia Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.272

Abstract

Despite growing international attention to educational quality management, limited research has examined how faith-based schools institutionalize quality management through organizational culture. Existing studies have largely focused on quality assurance systems, leadership, or quality culture independently, while the mechanisms linking quality planning, quality control, and quality improvement within faith-based educational organizations remain underexplored. This study investigates how pesantren-based schools implement Juran’s Quality Trilogy through an embedded quality culture. This study employed a qualitative multisite case study involving two Indonesian secondary schools integrating national education and pesantren systems. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, complemented by observations and document analysis. Thematic analysis was conducted within and across cases using triangulation and member checking to ensure trustworthiness. The findings reveal three interconnected themes. First, quality planning was collaboratively developed through stakeholder engagement, curriculum integration, and shared educational values. Second, quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective organizational responsibility. Third, quality improvement emerged through institutional learning, collaborative professional development, and reflective evaluation embedded within daily organizational practices. Across these themes, Pesantren Quality Culture functioned as the contextual mechanism that integrated Juran’s Quality Planning, Quality Control, and Quality Improvement into a continuous and mutually reinforcing quality management process. This study extends Juran’s Quality Trilogy by demonstrating that its implementation in faith-based schools depends not solely on managerial systems but on an organizational quality culture grounded in shared religious values, collective ownership, and continuous organizational learning. The study contributes a contextual model of quality management for faith-based educational institutions and broadens international discussions on quality culture beyond compliance-oriented approaches.
Integrating Religious Values and Modern Quality Standards: A Multi-Site Inquiry into SDG 4 Achievement in Pesantren-Based Schools Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.273

Abstract

Objective: This study aims to analyze and describe: (1) quality planning; (2) quality control; (3) quality improvement; (4) supporting factors; and (5) inhibiting factors in the implementation of quality management in pesantren-based schools. Method: The study employed a qualitative approach using a multi-site case study design. Data were collected through in-depth interviews, observations, and documentation involving principals, vice principals, teachers, educational staff, students, and parents. Data analysis was conducted through data condensation, data display, conclusion drawing and verification, single-site analysis, and cross-site analysis. Data trustworthiness was ensured through source triangulation, technique triangulation, theory triangulation, member checking, and audit trails. Results: The findings revealed that: (1) quality planning was carried out through stakeholder needs identification, the development of programs and an integrated curriculum, and the strengthening of pesantren values in educational quality planning; (2) quality control was implemented through instructional supervision, discipline monitoring, program evaluation, academic achievement evaluation, and the development of students’ religious character; (3) quality improvement was achieved through human resource development, instructional innovation, educational technology enhancement, infrastructure development, and a culture of continuous improvement; (4) supporting factors included visionary leadership, pesantren culture, human resource competence, stakeholder support, and commitment to quality; and (5) inhibiting factors included rapid technological changes in education, the need for continuous human resource development, the complexity of managing both school and pesantren programs, and the challenge of balancing educational modernization with pesantren traditions. Novelty: The novelty of this study lies in the development of a quality management model for pesantren-based schools that positions pesantren culture as the foundation for the formation of a quality culture. This quality culture strengthens the implementation of quality planning, quality control, and quality improvement based on Juran’s Trilogy, thereby producing educational quality that is academically excellent, religiously grounded, and globally competitive.
School Governance in Achieving SDG 4: A Multi-Site Study of Madrasah Diniyah in Pasuruan, Indonesia Iswahyuni Iswahyuni; Sujarwanto Sujarwanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.266

Abstract

Objective: This study aims to examine the implementation of school governance in strengthening the quality of Madrasah Diniyah through a multi-site study conducted in three Madrasah Diniyah in Pasuruan Regency, Indonesia. Method: A qualitative multi-site research design was employed involving Madrasah Diniyah Miftakhul Ulum 31, Madrasah Diniyah Takmiliyah Ula Nurul Fityan, and Madrasah Diniyah Roudhotul Hikmah. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, education officials, and community representatives. Data were analyzed using the interactive model of data condensation, data display, conclusion drawing, and cross-site analysis to identify common governance practices. Results: The findings reveal that effective school governance is achieved through the integration of curriculum management, human resource development, infrastructure management, financial accountability, and stakeholder collaboration. Institutional leadership, teacher commitment, active community participation, and government support through the Regional Operational Assistance (BOP) program significantly contribute to improving educational quality. However, limited infrastructure, inadequate digital learning facilities, financial constraints, and restricted instructional time remain major challenges. Despite these limitations, the three Madrasah Diniyah have maintained educational quality through adaptive leadership, transparent governance, and collaborative partnerships with local communities. Novelty: This study proposes an integrated school governance framework specifically developed for Madrasah Diniyah by demonstrating that governance effectiveness is determined by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education and provide practical guidance for policymakers and educational leaders to strengthen governance practices and improve the sustainability and quality of Madrasah Diniyah.
Extending Juran’s Quality Trilogy in Islamic Boarding Schools: Empirical Insights for Realizing SDG 4 in Indonesia Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.272

Abstract

Despite growing international attention to educational quality management, limited research has examined how faith-based schools institutionalize quality management through organizational culture. Existing studies have largely focused on quality assurance systems, leadership, or quality culture independently, while the mechanisms linking quality planning, quality control, and quality improvement within faith-based educational organizations remain underexplored. This study investigates how pesantren-based schools implement Juran’s Quality Trilogy through an embedded quality culture. This study employed a qualitative multisite case study involving two Indonesian secondary schools integrating national education and pesantren systems. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, complemented by observations and document analysis. Thematic analysis was conducted within and across cases using triangulation and member checking to ensure trustworthiness. The findings reveal three interconnected themes. First, quality planning was collaboratively developed through stakeholder engagement, curriculum integration, and shared educational values. Second, quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective organizational responsibility. Third, quality improvement emerged through institutional learning, collaborative professional development, and reflective evaluation embedded within daily organizational practices. Across these themes, Pesantren Quality Culture functioned as the contextual mechanism that integrated Juran’s Quality Planning, Quality Control, and Quality Improvement into a continuous and mutually reinforcing quality management process. This study extends Juran’s Quality Trilogy by demonstrating that its implementation in faith-based schools depends not solely on managerial systems but on an organizational quality culture grounded in shared religious values, collective ownership, and continuous organizational learning. The study contributes a contextual model of quality management for faith-based educational institutions and broadens international discussions on quality culture beyond compliance-oriented approaches.
Integrating Religious Values and Modern Quality Standards: A Multi-Site Inquiry into SDG 4 Achievement in Pesantren-Based Schools Matnasir Matnasir; Sujarwanto Sujarwanto; Nunuk Hariyati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.273

Abstract

Objective: This study aims to analyze and describe: (1) quality planning; (2) quality control; (3) quality improvement; (4) supporting factors; and (5) inhibiting factors in the implementation of quality management in pesantren-based schools. Method: The study employed a qualitative approach using a multi-site case study design. Data were collected through in-depth interviews, observations, and documentation involving principals, vice principals, teachers, educational staff, students, and parents. Data analysis was conducted through data condensation, data display, conclusion drawing and verification, single-site analysis, and cross-site analysis. Data trustworthiness was ensured through source triangulation, technique triangulation, theory triangulation, member checking, and audit trails. Results: The findings revealed that: (1) quality planning was carried out through stakeholder needs identification, the development of programs and an integrated curriculum, and the strengthening of pesantren values in educational quality planning; (2) quality control was implemented through instructional supervision, discipline monitoring, program evaluation, academic achievement evaluation, and the development of students’ religious character; (3) quality improvement was achieved through human resource development, instructional innovation, educational technology enhancement, infrastructure development, and a culture of continuous improvement; (4) supporting factors included visionary leadership, pesantren culture, human resource competence, stakeholder support, and commitment to quality; and (5) inhibiting factors included rapid technological changes in education, the need for continuous human resource development, the complexity of managing both school and pesantren programs, and the challenge of balancing educational modernization with pesantren traditions. Novelty: The novelty of this study lies in the development of a quality management model for pesantren-based schools that positions pesantren culture as the foundation for the formation of a quality culture. This quality culture strengthens the implementation of quality planning, quality control, and quality improvement based on Juran’s Trilogy, thereby producing educational quality that is academically excellent, religiously grounded, and globally competitive.
Co-Authors Amrozi Khamidi Iswahyuni Iswahyuni Matnasir Matnasir Nunuk Hariyati