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Sujarwanto Sujarwanto
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Strengthening Madrasah Diniyah Quality through School Governance and Advancing SDG 4: A Multi-Site Study in Pasuruan Regency, 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: 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: Proposing an integrated school governance framework for Madrasah Diniyah, demonstrating that governance effectiveness is shaped by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education while contributing to Sustainable Development Goal 4 (Quality Education) by strengthening governance practices, educational quality, and institutional sustainability.
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. 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.2.4.272

Abstract

Objective: To examine how pesantren-based schools institutionalize quality management by implementing Juran’s Quality Trilogy through an embedded organizational quality culture. It addresses the limited understanding of how quality planning, quality control, and quality improvement are integrated within faith-based educational institutions. Method: Employing a qualitative multisite case study involving two Indonesian secondary schools integrating the national education system with the pesantren tradition. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, supported by observations and document analysis. The data were analyzed using within-case and cross-case thematic analysis, while triangulation and member checking ensured trustworthiness. Results: The findings indicate that quality planning was collaboratively developed through stakeholder participation, curriculum integration, and shared educational values. Quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective responsibility. Quality improvement was achieved through institutional learning, collaborative professional development, and reflective evaluation embedded in daily practices. These processes were integrated through Pesantren Quality Culture, which functioned as the organizational mechanism connecting the three dimensions of Juran’s Quality Trilogy into a continuous quality management cycle. Novelty: Proposing a contextual quality management model for faith-based schools by extending Juran’s Quality Trilogy through Pesantren Quality Culture. The model highlights the integration of shared religious values, stakeholder collaboration, continuous organizational learning, reflective evaluation, and collective commitment as key drivers of sustainable educational quality for SDG 4.
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. 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.2.3.273

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 for SDG 4.
Strengthening Madrasah Diniyah Quality through School Governance and Advancing SDG 4: A Multi-Site Study in Pasuruan Regency, 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: 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: Proposing an integrated school governance framework for Madrasah Diniyah, demonstrating that governance effectiveness is shaped by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education while contributing to Sustainable Development Goal 4 (Quality Education) by strengthening governance practices, educational quality, and institutional sustainability.
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. 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.2.4.272

Abstract

Objective: To examine how pesantren-based schools institutionalize quality management by implementing Juran’s Quality Trilogy through an embedded organizational quality culture. It addresses the limited understanding of how quality planning, quality control, and quality improvement are integrated within faith-based educational institutions. Method: Employing a qualitative multisite case study involving two Indonesian secondary schools integrating the national education system with the pesantren tradition. Data were collected through in-depth interviews with school leaders, teachers, administrative staff, students, parents, and education authorities, supported by observations and document analysis. The data were analyzed using within-case and cross-case thematic analysis, while triangulation and member checking ensured trustworthiness. Results: The findings indicate that quality planning was collaboratively developed through stakeholder participation, curriculum integration, and shared educational values. Quality control was sustained through continuous academic supervision, religious discipline, routine monitoring, and collective responsibility. Quality improvement was achieved through institutional learning, collaborative professional development, and reflective evaluation embedded in daily practices. These processes were integrated through Pesantren Quality Culture, which functioned as the organizational mechanism connecting the three dimensions of Juran’s Quality Trilogy into a continuous quality management cycle. Novelty: Proposing a contextual quality management model for faith-based schools by extending Juran’s Quality Trilogy through Pesantren Quality Culture. The model highlights the integration of shared religious values, stakeholder collaboration, continuous organizational learning, reflective evaluation, and collective commitment as key drivers of sustainable educational quality for SDG 4.
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. 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.2.3.273

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 for SDG 4.
Transformative Authentic Assessment for Learner Identity Reconstruction in Personalized Learning Pathways: Advancing SDG 4 and SDG 10 in Indonesian Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
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.2.3.276

Abstract

Objective: To investigate how transformative authentic assessment implemented within Personalized Learning Pathways (PLP) reconstructs learner identity by enhancing motivation and self-efficacy among learners in Indonesian Community Learning Centers (PKBM), while supporting the achievement of Sustainable Development Goals (SDGs) 4 and 10. Method: A qualitative multi-site case study was conducted at PKBM Sekolah Dolan Malang and PKBM Tsurayya Karimah Indonesia. Fifty-seven participants, including institutional heads, tutors, administrative staff, learners, and an external supervisor, were purposively selected. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis and cross-site synthesis to identify recurring patterns across both learning centers. Results: The findings reveal that authentic assessment functions as a continuous, reflective, and learner-centered process rather than merely an instrument for measuring academic achievement. Portfolio-based assessment, reflective discussions, individualized feedback, and continuous learning monitoring significantly enhanced learners' intrinsic motivation and self-efficacy. These assessment practices gradually transformed learners' perceptions from educational failure and low self-confidence toward positive learner identities characterized by confidence, autonomy, responsibility, and lifelong learning orientation. Novelty: Proposing a transformative authentic assessment framework that conceptualizes learner identity reconstruction as a sequential psychological process linking authentic assessment, recognition of learners' strengths, enhanced motivation, strengthened self-efficacy, and positive learner identity. The findings extend authentic assessment literature beyond academic achievement by demonstrating its role as a psychological mechanism for educational inclusion and learner empowerment within personalized learning pathways in community education.
Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
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.2.4.277

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.
Transformative Authentic Assessment for Learner Identity Reconstruction in Personalized Learning Pathways: Advancing SDG 4 and SDG 10 in Indonesian Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
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.2.3.276

Abstract

Objective: To investigate how transformative authentic assessment implemented within Personalized Learning Pathways (PLP) reconstructs learner identity by enhancing motivation and self-efficacy among learners in Indonesian Community Learning Centers (PKBM), while supporting the achievement of Sustainable Development Goals (SDGs) 4 and 10. Method: A qualitative multi-site case study was conducted at PKBM Sekolah Dolan Malang and PKBM Tsurayya Karimah Indonesia. Fifty-seven participants, including institutional heads, tutors, administrative staff, learners, and an external supervisor, were purposively selected. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis and cross-site synthesis to identify recurring patterns across both learning centers. Results: The findings reveal that authentic assessment functions as a continuous, reflective, and learner-centered process rather than merely an instrument for measuring academic achievement. Portfolio-based assessment, reflective discussions, individualized feedback, and continuous learning monitoring significantly enhanced learners' intrinsic motivation and self-efficacy. These assessment practices gradually transformed learners' perceptions from educational failure and low self-confidence toward positive learner identities characterized by confidence, autonomy, responsibility, and lifelong learning orientation. Novelty: Proposing a transformative authentic assessment framework that conceptualizes learner identity reconstruction as a sequential psychological process linking authentic assessment, recognition of learners' strengths, enhanced motivation, strengthened self-efficacy, and positive learner identity. The findings extend authentic assessment literature beyond academic achievement by demonstrating its role as a psychological mechanism for educational inclusion and learner empowerment within personalized learning pathways in community education.
Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
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.2.4.277

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.
Co-Authors Afakhrul Masub Bakhtiar Amrozi Khamidi Iswahyuni Iswahyuni Matnasir Matnasir Nunuk Hariyati Yatim Riyanto