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All Journal Journal of Educational Management Research Educazione: Journal of Education and Learning
Rima Ulfiatul Ulfa
Universitas Nurul Jadid, Indonesia
Religion Humanities Education Social Sciences

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Beyond Compliance: Integrating International Quality Standards and Islamic Values for Sustainable Educational Excellence Nurkholis Majid; Faizatul Widat; M. Kamil Kamil; Nabilul Fikri; Rima Ulfiatul Ulfa
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3200

Abstract

Globalization has increased the demand for Islamic educational institutions to meet international quality standards while preserving their religious identity and educational values. Quality Assurance (QA) is therefore essential for strengthening institutional accountability, improving teaching quality, and developing students’ global competencies alongside Islamic character. This study aims to analyze the implementation of QA in improving the quality of internationally oriented Islamic education, focusing on quality standards, implementation practices, teacher competence, monitoring and evaluation, and continuous improvement. A qualitative descriptive-analytical approach was employed. Data were collected through in-depth interviews, observations, and document analysis, involving institutional leaders, quality assurance coordinators, teachers, and educational staff. Data were analyzed through data condensation, data display, and conclusion verification, with credibility supported by triangulation and member checking. The findings indicate that QA implementation involves establishing standards, implementing programs, monitoring performance, evaluating outcomes, and conducting follow-up improvements. However, challenges remain in administrative-oriented practices, uneven teacher competencies, limited data utilization, and inconsistent integration of international standards with Islamic values. The study implies that educational institutions should strengthen participatory leadership, continuous teacher development, evidence-based evaluation, and measurable quality indicators to establish a sustainable quality culture that promotes international competitiveness while maintaining Islamic character and identity.
From Paper Standards to Classroom Practice: An ISO 21001 and Baldrige Analysis of Learning Quality Management in an Islamic Elementary School Faizatul Widat; Nurkholis majid; Nabilul Fikri; Rima ulfiatul ulfa
Educazione: Journal of Education and Learning Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i2.2249

Abstract

Many Islamic schools hold written quality standards, yet the link between those standards and classroom practice remains weak. This study examined how learning quality in Islamic education is managed at Madrasah Ibtidaiyah Nurul Mun’im, Probolinggo, using ISO 21001:2018 and the Baldrige Excellence Framework as complementary analytical lenses. A qualitative single-case design was employed. Data were collected through in-depth interviews with the head of the madrasah, the curriculum coordinator, Islamic education teachers, administrative staff, and parents. These were supplemented by classroom observation and document analysis. The data were analysed through interactive and framework-guided coding. The findings reveal four patterns. First, learning plans were documented but functioned mainly as administrative compliance. Second, classroom practice varied with individual teacher capacity rather than with shared standards. Third, evaluation stopped at test scores, so assessment data seldom informed subsequent planning. Fourth, character outcomes and parental views were observed informally but not recorded as quality evidence. Read through both frameworks, the madrasah met the documentation requirements of ISO 21001 more fully than its performance-evaluation and improvement clauses. It was weakest in the Baldrige categories of measurement and results. The study proposes a madrasah-scale integration in which ISO 21001 governs the learning process cycle and Baldrige links that cycle to leadership, workforce development, and multidimensional results, including akhlak. The study shows where the standards-to-practice gap opens in an uncertified Islamic elementary school. It also offers a low-cost way to adapt both frameworks without pursuing certification.
Co-Authors Faizatul Widat Faizatul Widat M. Kamil Kamil Nabilul Fikri Nurkholis Majid