<![CDATA[ABSTRACT This study is driven by the need of the madrasah to improve the quality of learning, student services, and institutional governance through strengthening collaboration-based management. MTs Negeri 3 Karanganyar, as a large madrasah with a high number of students, faces challenges related to coordination across units, consistency in instructional supervision, and the effectiveness of quality monitoring systems. This study aims to analyze the implementation of Cluster-Based Management (CBM) as a management model that emphasizes structured teamwork through the establishment of academic, student affairs, and governance clusters. Using a descriptive qualitative approach with a case study design, data were collected through in-depth interviews, participatory observations, and document reviews. The analysis focused on the CBM structure, planning processes, implementation, evaluation, as well as the identification of impacts and implementation barriers. The findings show that CBM enhances teacher coordination, strengthens academic supervision, improves quality documentation, and accelerates student services. However, its implementation still faces obstacles such as limited training, varied competencies among cluster members, and suboptimal digital-based monitoring. The study concludes that CBM contributes significantly to improving madrasah quality when supported by strengthened human resource capacity and continuous evaluation. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan madrasah untuk meningkatkan mutu pembelajaran, layanan peserta didik, dan tata kelola kelembagaan melalui penguatan manajemen berbasis kolaborasi. MTs Negeri 3 Karanganyar sebagai madrasah dengan jumlah peserta didik besar menghadapi tantangan koordinasi antarunit, konsistensi supervisi pembelajaran, serta efektivitas pemantauan mutu. Penelitian ini bertujuan menganalisis implementasi Manajemen Berbasis Gugus (MBG) sebagai model manajemen yang tekanan kerja tim terstruktur melalui pembentukan gugus akademik, gugus kesiswaan, dan gugus tata kelola. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus, dengan data yang diperoleh melalui wawancara mendalam, observasi partisipatif, dan studi dokumen. Analisis difokuskan pada struktur MBG, proses perencanaan, pelaksanaan, evaluasi, serta identifikasi dampak dan hambatan implementasinya. Hasil menunjukkan bahwa MBG mampu meningkatkan koordinasi guru, memperkuat supervisi akademik, memperbaiki dokumentasi mutu, dan mempercepat layanan peserta didik. Namun dalam pelaksanaannya masih menghadapi kendala berupa keterbatasan pelatihan, variasi kompetensi anggota gugus, serta kurang optimalnya digitalisasi monitoring. Penelitian menyimpulkan bahwa MBG memberikan kontribusi yang signifikan terhadap peningkatan mutu madrasah disertai penguatan kapasitas SDM dan evaluasi berkelanjutan.]]>
