CONTINUOUS IMPROVEMENT IN ISLAMIC EDUCATION: RETHINKING TOTAL QUALITY MANAGEMENT AT MA AL-HIKMAH BANDAR LAMPUNG

Nabila Meylanni; Amirudin; Aditia Fradito; M Kharis Fadillah

Authors

Nabila Meylanni UIN Raden Intan Lampung Author
Amirudin UIN Raden Intan Lampung Author
Aditia Fradito UIN Raden Intan Lampung Author
M Kharis Fadillah UIN Raden Intan Lampung Author

Keywords:

continuous improvement; Total Quality Management; Islamic education; educational quality.

Abstract

This study examines the implementation of continuous improvement within Total Quality Management (TQM) at MA Al-Hikmah Bandar Lampung. The study employed a descriptive qualitative field research approach, with data collected through interviews, observation, and documentation. The findings indicate that continuous improvement is implemented across five interconnected areas: curriculum planning, learning processes, learning evaluation, human resource development, and educational facilities and infrastructure. In curriculum planning, the madrasah adapts national educational policies to its pesantren-based institutional characteristics through the integration of Kurikulum Berbasis Cinta (KBC), deep-learning approaches, and Aswaja content. Learning quality is improved through periodic evaluation meetings, the use of varied learning media, and efforts to address instructional challenges. Learning evaluation is conducted regularly and followed by remedial and enrichment programs for students who have not achieved established standards. Continuous improvement is also supported through teacher workshops, curriculum training, KKG activities, and routine maintenance and development of educational facilities. The study concludes that continuous improvement at MA Al-Hikmah operates as an ongoing cycle of planning, implementation, evaluation, and adjustment. Rather than functioning as a separate quality-assurance program, TQM is embedded within the madrasah’s core educational processes and institutional capacity development. These practices provide a foundation for sustaining educational quality while remaining responsive to changing educational policies, institutional characteristics, and student needs.

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