<![CDATA[Quality control in elementary schools can lose its role in promoting improvement when quality assurance is limited to documentation activities. This study aimed to reformulate a quality control model based on Plan–Do–Check–Act (PDCA) for SD Negeri 144 in Barru Regency through a structured systematic review of 25 peer-reviewed articles published in 2020–2026. The corpus covered Total Quality Management, internal quality assurance systems, school self-evaluation, quality culture, monitoring, data-based management, and elementary school improvement. Articles were coded by publication year, thematic focus, and direction of findings, then analyzed through descriptive synthesis supplemented by a one-sided exact binomial test. The synthesis showed that 22 studies reported predominantly positive findings regarding systematic quality assurance or continuous improvement, whereas three studies reported mixed or context-dependent results. The proportion of studies with positive findings significantly exceeded 0.50 (p < .001). The resulting model operationalizes Plan as standard setting, mapping, and prioritization; Do as coordinated implementation; Check as monitoring, evidence review, and internal auditing; and Act as corrective action, standardization, and cycle renewal. The model includes indicators, minimum documentation, risk mitigation, and a dashboard design. This study provides an operational framework linking quality assurance to continuous improvement actions. SD Negeri 144 in Barru Regency is positioned as the implementation context, so claims regarding school performance still require support from field data.]]>
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