<![CDATA[Madrasah education services require a governance framework that integrates administrative procedures, educational data, inter-unit coordination, and the dissemination of public information. This study analyzes the governance, coordination, and service innovations at the Madrasah Education Section (PendMa) of the Surabaya City Office of the Ministry of Religious Affairs and formulates a conceptual framework for service transformation. The study employs a descriptive qualitative approach using a case study design. Data were sourced from observations of service activities during an internship, as well as service documents, regulations, and relevant scientific literature. Data were analyzed through information organization, thematic grouping, data presentation, and drawing conclusions, with a focus on governance, coordination, and innovation. The findings describe the management of administrative documents, the collection and organization of teacher data, the division of internal tasks, communication with madrasah service users, and the use of posters, pamphlets, and other informational media. These practices indicate that improving services requires more than just the use of technology; it also necessitates clear responsibilities, consistent procedures, reliable information, and coordinated communication. This article proposes the TKI-PendMa Model, which integrates governance, institutional coordination, and service innovation, supported by organizational structure, staff capacity, technology, a culture of service, and evaluation. Since it was developed from a specific context. The study’s findings describe the management of administrative documents, the collection and organization of teacher data, the division of internal tasks, communication with madrasah service users, and the use of posters, pamphlets, and other informational media. These practices demonstrate that improving service delivery requires not only the use of technology.]]>
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