<![CDATA[General Background Character education requires holistic approaches integrating academic instruction and non-formal activities to instill fundamental moral values within students. Specific Background Madrasah Diniyah Al-Islamiyah utilizes extracurricular activities to embed discipline and responsibility into the behavioral habits of its students. Knowledge Gap Although character development through extracurriculars is widely acknowledged, specific qualitative evaluations detailing the systemic application of quality management strategies within informal religious institutions lacking standardized operating procedures remain under-researched. Aims This study investigates the quality management strategies applied within extracurricular activities at Madrasah Diniyah Al-Islamiyah to foster discipline and responsibility among students. Results Utilizing a descriptive qualitative approach with triangulation, the findings reveal that quality management relies heavily on consistent scheduling, teacher role modeling, and deeply rooted local cultural values emphasizing seniority. Discipline is cultivated through strict adherence to activity rules, while responsibility is developed by delegating specific roles to students. However, the institution faces significant challenges, including a lack of formalized standard operating procedures, a shortage of qualified supervisors, and evaluation methods that focus solely on attendance rather than measurable behavioral development. Novelty This research specifically highlights how strong local socio-cultural frameworks and participatory responsibility models can successfully drive character formation even in the absence of formalized administrative protocols. Implications Educational institutions must systematically formalize evaluation rubrics and establish standardized operating procedures to reliably measure and sustain extracurricular character development programs. Highlights: Extracurricular discipline is effectively cultivated through consistent scheduling and the habituation of activity rules. Delegating specific roles to students successfully fosters individual accountability and social responsibility. The absence of formalized evaluation rubrics limits the systematic measurement of long-term character development. Keywords: Educational Quality Innovation, Extracurricular Activities, Character Formation, Student Discipline, Social Responsibility]]>
