<![CDATA[Digital transformation requires Islamic boarding schools to improve the quality of education without ignoring Islamic values, traditions, and manners as institutional foundations. This study aims to analyze the formulation, implementation, and evaluation of education quality development policies in the era of digital transformation at the Al Barokah Dharmasraya Islamic Boarding School. The research uses a qualitative approach with a descriptive-analytical case study design. Primary data was obtained through in-depth interviews and observations of pesantren leaders, madrasah heads, teachers, education staff, students, and guardians, while secondary data was collected through the review of policy documents, curriculum, operational standards, and evaluation reports. Data is analyzed interactively through data condensation, data presentation, and conclusion drawing and verification. The results of the study show that policies are formulated integratively through the alignment of the Islamic boarding school curriculum, the need for digital competencies, and the principles of moral development. Its implementation includes the use of education management information systems, blended learning, educator digital competency training, and ethical supervision of technology use. The success of the implementation is supported by the spiritual-transformative leadership of the kiai, policy communication, participation of Islamic boarding school residents, and strengthening of resources. However, limited infrastructure, maintenance budgets, digital literacy disparities, and the risk of technology misuse are still obstacles. Evaluations are carried out periodically through monitoring learning, administrative order, use of information systems, and stakeholder feedback. In conclusion, digital transformation can strengthen the quality of pesantren education if it is managed gradually, accountably, participatory, and based on Islamic values.]]>
