<![CDATA[This study aims to comparatively analyze W. Edwards Deming’s quality paradigm and the classical Islamic education quality assurance system in order to understand their similarities, differences, and relevance to the development of contemporary Islamic education quality management. The research motivated by the growing need for an educational system that is not only oriented toward organizational effectiveness but also toward character formation and moral values.The study employs a qualitative approach with library research and historical-comparative analysis. Data were obtained through documentation and a review of academic literature, including national and international journals, books, historical documents relevant to quality management and classical Islamic education. Data analysis was conducted using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing. Data validity was ensured through source triangulation and audit trail.The findings reveal that Deming’s quality paradigm and the classical Islamic education system share common principles such as continuous improvement, the importance of leadership, a culture of evaluation, and commitment to educational quality. However, they differ fundamentally in philosophical orientation. Deming’s paradigm emphasizes organizational efficiency, while classical Islamic education highlights the integration of intellectual, moral, and spiritual quality.The study concludes that the classical Islamic education system possesses a quality foundation that is relevant to modern management principles and can be integrated into the development of contemporary Islamic education quality assurance systems. These findings contribute to the advancement of quality management studies from a cross-civilizational perspective and provide practical implications for strengthening a holistic and sustainable quality culture in Islamic education.]]>
