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All Journal Mudir : Jurnal Manajemen Pendidikan Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Achmad Junaidi
IAIN Palangka Raya
Education Social Sciences

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Implementing TQM in Islamic Education: A Phenomenological Study of Management Practice at MTs Darul Amin Palangka Raya Rahmat Fauzi; Achmad Robita; Muhammad Noor; Achmad Junaidi; Dedy Irawan; Moc Chotib; Ahmadi
Mudir: Jurnal Manajemen Pendidikan Vol. 7 No. 2 (2025): Juli : Mudir : Jurnal Manajemen Pendidikan
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah, Sunan Drajat Islamic Boarding School Institute, Lamongan, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/53tcj619

Abstract

This study aims to explore the development of a Total Quality Management (TQM)-based management model at MTs Darul Amin Palangka Raya through the lived experiences of stakeholders. Using a qualitative phenomenological approach, the research delves into how teachers, administrators, and parents perceive, interpret, and enact TQM within an Islamic educational framework. Data were collected through in-depth interviews with 15 informants, participatory observation, and documentation analysis over six months, with attention to the essence of their subjective experiences. The findings reveal that the implementation of the TQM model at MTs Darul Amin Palangka Raya is influenced by five key dimensions: transformative leadership, stakeholder engagement, continuous improvement, data-driven decision making, and integration of Islamic values in management. Participants described these dimensions not merely as managerial tools but as meaningful practices tied to Islamic concepts like amanah (trustworthiness) and itqan (excellence). Challenges such as resistance to change and resource limitations emerged as shared lived realities among stakeholders. The study culminates in an "Integrated Islamic Quality Management Model" (IIQMM), which reflects how TQM is experienced and contextualized in the madrasah environment. This research contributes to Islamic education management by uncovering the intersubjective meanings of TQM implementation, offering a model that harmonizes modern quality principles with Islamic values. The phenomenological lens highlights how stakeholders co-construct quality as both an organizational and spiritual endeavor.
The Integration of Eco-Sufism in Islamic Education at the Elementary Level Achmad Junaidi; Khairil Anwar
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9813

Abstract

Background: This study explores the integration of eco-Sufism into Islamic education at the elementary level as a strategic response to contemporary environmental crises and moral decline. Eco-Sufism, which blends spiritual values rooted in Sufism with ecological consciousness, offers a holistic framework to enhance Islamic education by fostering character development and environmental responsibility. This research aims to analyze how Sufi values—categorized into ethical, practical, and philosophical dimensions can be effectively incorporated into elementary-level Islamic education to shape students who are spiritually grounded and ecologically aware. This study employs a descriptive qualitative approach using thematic analysis, supported by library research. Literature on Islamic education, eco-Sufism, and relevant Qur'anic concepts such as ulul albab was reviewed and interpreted to develop an integrative educational model. The results indicate that Sufi-based education significantly contributes to students' moral and spiritual growth while promoting sustainable environmental behavior. Values such as zuhud (asceticism), tawakkul (trust in God), and muhasabah (self-reflection) are shown to enhance students' ecological sensitivity and encourage practices aligned with environmental stewardship. Furthermore, eco-pesantren practices, curriculum reforms, and Sufi-inspired pedagogical approaches support a paradigm shift toward integrative, value-based education. However, the study also identifies limitations in previous research, particularly the lack of empirical frameworks to assess the practical implementation of eco-Sufism in schools. This study proposes a contextually relevant model that combines Islamic identity reinforcement with environmental education, aiming to produce an intellectually capable, spiritually mature, and ecologically responsible generation.
Co-Authors Achmad Robita Ahmadi Dedy Irawan Khairil Anwar Moc Chotib Muhammad Noor Rahmat Fauzi