Implementation School Quality Management Based School Culture and Student Quality Assurance in Primary Education

Ali Efendi (Universitas Muhammadiyah Malang)
Rr. Eko Susetyorini (Universitas Muhammadiyah Malang)
Yus Cholily (Universitas Muhammadiyah Malang)
M. Syaifuddin (Universitas Muhammadiyah Malang)

Al-Ta'lim
Vol 33, No 2 (2026)

Improving the quality of basic education requires not only effective management practices but also the integration of cultural and spiritual dimensions that support holistic student development. However, previous studies have generally examined school quality management, school culture, and quality assurance separately, with limited attention to their integration within Islamic basic education. This study aimed to analyze the implementation of school quality management based on school culture and student quality assurance at Al Falah Darussalam Primary and Secondary Schools, Indonesia, and to propose a conceptual model integrating these dimensions. A qualitative case study approach was employed, involving two principals, four teachers, two students, one parent representative, and administrative staff selected purposively. Data were collected through in-depth interviews, participant observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that quality management was implemented through four interconnected dimensions: Intention, Effort, Evaluation, and Trust. These dimensions integrate Islamic values with contemporary quality management principles and emphasize continuous improvement, shared responsibility, reflective evaluation, and trust among educational stakeholders. The model is grounded in the Islamic concepts of tarbiyah, ta'dib, and muhasabah, which emphasize holistic development, character formation, discipline, and continuous self-evaluation. The proposed Intention, Effort, Evaluation, and Trust Quality Assurance Model contributes theoretically to Islamic educational management by integrating school culture, quality management, and student quality assurance into a unified framework. Practically, the model provides schools with a culturally and spiritually responsive approach to strengthening educational quality, student character, stakeholder engagement, and sustainable quality improvement within Islamic basic education.