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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Interpersonal: Jurnal Bimbingan Konseling Islam
Achmad Muhlis
Universitas Islam Negeri Madura
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Sistem Mutu Pendidikan Komprehensif dan Siklus Berkelanjutan Perspektif Rusydi Ahmad Thoimah M. Irfan; Achmad Muhlis
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 3 (2025): NOVEMBER (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/8a3bzz30

Abstract

This study examines the conceptual foundations and operational dynamics of Quality Assurance (QA) in Islamic education by addressing the persistent gap between formal regulatory frameworks and the actual implementation of continuous quality improvement across educational institutions. Although QA has become a global imperative aligned with demands for accountability, effectiveness, and institutional competitiveness, many Islamic educational institutions still struggle to translate QA principles into an integrative, systematic, and future-oriented quality culture. Focusing on conceptual-theoretical analysis, this research aims to articulate a comprehensive understanding of QA from the perspective of Rusydi Ahmad Thoimah and to juxtapose it with major Western QA frameworks such as those proposed by Crosby, Lim, Dickinson, and ISO 9001. This qualitative study employs a library-based analytical method, combining conceptual synthesis, comparative analysis, and interpretative reading of primary and secondary literature to construct a coherent model of QA in Islamic education. The findings reveal that Thoimah emphasizes QA as a philosophical-cultural process grounded in value-based educational purposes, while Western QA models center on managerial, procedural, and preventive mechanisms designed to ensure consistency and accountability. The synthesis of both perspectives indicates that effective QA in Islamic education requires harmonizing intrinsic quality (akademik, adab, spiritual values) and extrinsic quality (stakeholder satisfaction, relevance, and global standards). The study proposes a conceptual QA model integrating input-process-output monitoring, continuous improvement, and leadership-based quality culture. These findings imply that strengthening QA in Islamic education demands not only procedural compliance but also strategic alignment, institutional commitment, and value-based quality culture to enhance long-term sustainability and competitiveness.
Integration of Guidance and Counseling in Principal Leadership: Jawdat Ezzat Atwi's Perspective Siti Maghfiroh; Achmad Muhlis
Interpersonal: Jurnal Bimbingan Konseling Islam Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/interpersonal.v2i1.7

Abstract

This study aims to analyze the concept of improving the quality of education through the integration of guidance and counseling (GC) services under the leadership of the school principal, referring to the thoughts of Jawdat Ezzat Atwi in Al-Idarah al-Madrasiyyah al-Hadithah. The focus of the study is directed at examining how the principal, as an educational leader, is able to optimize the function of GC as a strategic instrument in developing students’ potential, enhancing discipline, shaping character, and addressing learning-related problems. This research employs a qualitative approach through literature analysis and interpretation of Atwi’s ideas on modern school management, particularly in relation to supervision, program coordination, and the development of a conducive learning environment. The findings indicate that effective integration of GC requires principal leadership that is visionary, participatory, and oriented toward quality improvement. Atwi’s perspective underscores the importance of systematic, collaborative, and student-centered school governance, enabling GC services to function optimally as an integral component of educational quality enhancement. Thus, the integration of GC under principal leadership, as conceptualized by Atwi, constitutes a strategic approach to realizing quality, humanistic, and developmentally responsive education in the contemporary era.
Co-Authors M. Irfan Siti Maghfiroh