<![CDATA[Data-driven leadership has increasingly emerged as an important approach to strengthening strategic decision-making and educational quality. However, the availability of institutional data does not automatically lead to effective decisions, particularly within madrasahs, where managerial practices are shaped by organizational, contextual, and Islamic value dimensions. This study aims to examine how institutional data are transformed into strategic intelligence and subsequently utilized to support educational quality improvement in madrasahs. A systematic literature review (SLR) was conducted using relevant peer-reviewed literature indexed in major academic databases. The review followed the PRISMA framework and analyzed studies addressing data-driven leadership, data literacy, strategic decision-making, organizational culture, and educational quality. The synthesis indicates that data-driven leadership operates through an interconnected process involving data availability, data literacy, interpretation, strategic sense-making, decision-making, and organizational intervention. The findings further demonstrate that the contribution of data to educational quality is mediated by organizational culture, institutional capacity, and contextual conditions. Data become strategically valuable when leaders move beyond administrative reporting and use evidence to identify institutional priorities, allocate resources, strengthen teacher professional development, improve instructional practices, and evaluate organizational interventions. In the madrasah context, Islamic values provide an ethical orientation for interpreting and implementing data-informed decisions through principles of amanah, justice, consultation, transparency, and institutional benefit. The study proposes a context-sensitive and value-based model of data-driven madrasah management that positions institutional data as a strategic resource for continuous educational quality improvement.]]>
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