<![CDATA[The quality of educational services in elementary schools serves as a strategic foundation for shaping the quality of human resources; however, it still faces fundamental challenges, including inconsistencies in the learning process and the dominance of a teacher-centered approach that has not yet been comprehensively oriented toward process quality. This study aims to analyze the concept of the process approach from the perspectives of educational theory and educational quality management, examine the relevance of the process approach as a strategy for improving the quality of educational services in elementary schools, and describe the implications of applying the process approach for improving the quality of educational services in elementary schools. The method used was a literature review (library research) with data obtained from journal articles, academic books, and scientific proceedings retrieved via Google Scholar and DOAJ, which were then analyzed using thematic content analysis. The research results indicate that the process approach is a paradigm with a solid epistemological and theoretical foundation, grounded in Total Quality Management principles such as process orientation, continuous improvement, and data-driven decision-making. This approach is highly relevant in elementary schools because it aligns with the characteristics of students’ cognitive development, the requirements of the Merdeka Curriculum, and the need for service quality management based on the PDCA (Plan-Do-Check-Act) cycle. The implications are multidimensional, encompassing the transformation of pedagogical practices toward continuous formative assessment, the restructuring of evidence-based school management systems, and the strengthening of reflective teacher professionalism. This study confirms that the success of a process-oriented approach in improving the quality of educational services in elementary schools depends heavily on the synergistic commitment of all education stakeholders.]]>
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