<![CDATA[General Background Quality management serves as a crucial component in education to drive continuous improvement, ensure customer satisfaction, and fulfill educational objectives through comprehensive planning, organizing, implementation, and supervision. Specific Background This study analyzes the quality management of Al Islam, Kemuhammadiyahan, and Arabic (Ismuba) learning at SD Muhammadiyah 2 Taman Sidoarjo, where ISMUBA operates as a mandatory special characteristic subject unique to Muhammadiyah schools. Knowledge Gap Although Ismuba learning plays a significant role in improving educational quality and shaping student character, specific empirical evaluations examining its holistic quality management across planning, implementation, organizing, supervision, and evaluation require ongoing investigation. Aims This study aims to analyze the quality management of Ismuba learning at SD Muhammadiyah 2 Taman Sidoarjo. Results Utilizing a qualitative descriptive method with observation, interviews, and documentation, the findings reveal that quality management successfully operates through five core stages: comprehensive planning, engaging implementation using interesting media and extracurricular activities, supportive organizing of learning media and coordination, structured teacher and exam supervision, and thorough evaluation, while being supported by increased time allocation and training assistance yet hindered by facility limitations and minimal practice outside of school. Novelty This work details the practical execution of administrative management functions specifically tailored to special characteristic Ismuba curricula within a Muhammadiyah primary school. Implications These findings establish that systematic quality management phases from planning to evaluation are vital for producing high-quality religious and Arabic learning outcomes in Islamic educational institutions. Highlights: Ismuba learning quality management encompasses five main stages: planning, implementation, organizing, supervision, and evaluation. Supporting factors include increased teaching time allocations, teacher training assistance, principal support, and collaborative supervision. Inhibiting factors involve limited learning facilities and media, a lack of planning innovation, and minimal student practice outside of school. Keywords: Quality Management, ISMUBA Learning, Muhammadiyah Schools, Educational Quality, Learning Planning]]>
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