<![CDATA[This study aims to analyze the implementation of the Merdeka Belajar policy and the dynamics of teamwork in improving the quality of practice-based learning at MA Raudlatul Firdaus. The focus of the study includes the process of translating policy into learning practices, the formation of teamwork, and its contribution to enhancing learning quality from a quality management perspective. This research employs a qualitative approach with a case study design and is framed within Total Quality Management (TQM). Data were collected through interviews, observations, and documentation involving teachers and students, and analyzed inductively. The findings indicate that the implementation of Merdeka Belajar occurs gradually through a flexible curriculum, project-based learning, and authentic assessment. Meanwhile, teamwork dynamics develop into a collaborative culture that enhances student engagement, interaction, and competence. From a TQM perspective, policy implementation reflects a cycle of continuous improvement through planning, implementation, evaluation, and ongoing refinement, which contributes to improving learning quality in cognitive, affective, and psychomotor domains.The novelty of this study lies in the integration of Merdeka Belajar, teamwork, and TQM within the context of a madrasah, serving as a systemic and sustainable model for improving practice-based educational quality. ABSTRAK Penelitian ini bertujuan untuk menganalisis implementasi kebijakan Merdeka Belajar dan dinamika teamwork dalam meningkatkan mutu pembelajaran berbasis praktik di MA Raudlatul Firdaus. Fokus penelitian mencakup proses penerjemahan kebijakan ke dalam praktik pembelajaran, pembentukan teamwork, serta kontribusinya terhadap peningkatan kualitas pembelajaran dalam perspektif manajemen mutu. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus dan kerangka Total Quality Management (TQM), dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi terhadap guru dan siswa, serta analisis data secara induktif. Hasil penelitian menunjukkan bahwa implementasi Merdeka Belajar berlangsung secara bertahap melalui kurikulum fleksibel, pembelajaran berbasis proyek, dan asesmen autentik, sementara dinamika teamwork berkembang sebagai budaya kolaboratif yang meningkatkan keterlibatan, interaksi, serta kompetensi siswa. Dalam perspektif TQM, implementasi kebijakan mencerminkan siklus continuous improvement melalui perencanaan, pelaksanaan, evaluasi, dan perbaikan berkelanjutan, yang berdampak pada peningkatan mutu pembelajaran dalam aspek kognitif, afektif, dan psikomotorik. Kebaruan penelitian ini terletak pada integrasi antara Merdeka Belajar, teamwork, dan TQM dalam konteks madrasah sebagai model peningkatan mutu berbasis praktik yang sistemik dan berkelanjutan. ]]>
