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Improving the quality of Islamic boarding school education is essential to meet the demands of modern times and global competition. These institutions are expected not only to produce academically capable students but also those with strong character, noble morals, and spirituality. A key factor influencing the quality of Islamic boarding school education is the organizational commitment of human resources, particularly educators and educational staff. This study examines the role of human resource commitment in enhancing the quality of Islamic boarding school education, using a library research method by reviewing books, journals, and previous studies on organizational commitment and education quality. The findings highlight that organizational commitment, expressed through affective, normative, and sustained commitment, significantly impacts education quality. These dimensions encourage educators and staff to work professionally and responsibly, focusing on quality in both learning and management. Additionally, pesantren leadership and an organizational culture rooted in Islamic values further strengthen this commitment, leading to a positive and sustainable impact on education quality. The study concludes that fostering strong organizational commitment is crucial for improving pesantren education, urging managers to prioritize human resource development through effective management, visionary leadership, and a conducive organizational culture.

Leadership is a strategic factor in improving the quality of Islamic educational institutions. The challenges of social change and globalization demand leadership models that are not only managerially effective but also grounded in Islamic values. This study aims to analyze models of Islamic educational leadership and their implications for institutional quality. The research method employed is a literature review, examining books and national and international journal articles indexed in Scopus and SINTA over the last five years. The findings indicate that transformational, visionary, democratic, and prophetic leadership play a significant role in enhancing educator performance, building an Islamic organizational culture, and strengthening the governance of Islamic educational institutions. The integration of Islamic values with modern leadership principles emerges as a strategic approach to developing the quality of Islamic education.

This study aims to describe and analyze in depth the actualization of school leadership based on the values of Ahlussunnah Wal Jama'ah (Aswaja) at SDIT Mutiara Palabuhanratu, Sukabumi Regency. The research method uses a descriptive qualitative approach with a case study design. Data was collected through interviews, observations, and documentation studies of various parties involved in school management. The results of the study show that school leadership integrates Aswaja values, namely tawassuth (moderate), tawazun (balanced), i'tidal (firm/straight), and tasamuh (tolerant), in policy making, curriculum management, and character development of students. The actualization of these values has an impact on the creation of a harmonious, inclusive, and oriented learning environment for the development of moderate Islamic character. An important point found is the integration of Aswaja values in the school's visions and missions, student discipline, and religious programs such as morning dhikr and dawn lectures. These programs support the formation of righteous, intelligent, and outstanding students, while strengthening the school's identity as an educational institution based on moderate Islamic values. This research confirms that Aswaja-based leadership not only serves as a normative guideline, but also as a practical strategy in building a school culture that is sustainable and relevant to the needs of the community.

Islamic Education Management is a process of utilizing every facility owned by Islamic educational institutions, so that the quality of Islamic educational institutions needs to be continuously improved in accordance with the development of the times. This study aims to describe and analyze factors related to leadership management and improving the quality of Islamic education. The research method used is a literature study, namely conducting a review process on books, existing theories to be connected with the topic of leadership and quality of education, especially Islamic Education. The results of this study indicate that leadership and improving the quality of Islamic education as mandated by the national education goals require management that requires full support from various parties ranging from the government, school students, parents and the community. An improvement in the quality of education requires strengthening in several components, namely effective leadership, customer satisfaction, organizational culture, performance of educators and education personnel, curriculum and quality of graduates.

This study analyzes the role of Islamic leadership in enhancing educational innovation through the integration of managerial, spiritual, and collaborative values ​​in Islamic schools. Using a qualitative literature review method, this study investigates how principals can apply the principles of amanah (trust) and ithqan (trustworthiness) as a basis for professional and ethical management. The results indicate that effective leadership in madrasas requires a balance between spiritual values, managerial competencies, and a collaborative culture that supports educational excellence. Furthermore, this study emphasizes the importance of educational supervision as a strategy for maintaining innovation and continuous improvement in Islamic educational institutions. An Islamic leadership approach that prioritizes integrity, professionalism, and knowledge sharing will foster an innovative and productive environment. Principals, as leaders, are not only responsible for academic success but must also be able to build a harmonious work climate, prioritize ethics, and continuously encourage positive changes in the learning process. Thus, this study contributes to the development of relevant leadership models in the context of Islamic education.

This article investigates how Islamic Education teachers implement their professional competence in managing learning at a public Islamic senior secondary school in North Maluku, Indonesia. Teacher competence is understood as a multidimensional construct that includes pedagogical, professional, personal, social, and spiritual dimensions and is expressed through lesson planning, classroom instruction, and learning assessment. Using a qualitative naturalistic design, data were collected through participant observation, in depth interviews with teachers, school leaders, and students, and documentation of lesson plans and institutional records. The findings show that lesson planning is carried out consistently and aligned with the curriculum, but the depth and creativity of plans vary between teachers, with some documents remaining largely administrative. In classroom instruction, teachers demonstrate sincere efforts to create a conducive learning climate, connect Islamic teachings with students daily lives, and encourage participation, although limited use of educational technology, differences in student engagement, and classroom management challenges constrain the consistency of instructional quality. Assessment practices employ diverse techniques to evaluate cognitive, affective, and psychomotor domains, yet the systematic use of formative and authentic assessment is still uneven due to workload and time pressures. Supporting factors include institutional backing through workshops and subject teacher forums, supportive leadership, adequate facilities, and teacher experience, while inhibiting factors comprise internal limitations in instructional design, external constraints related to technology and student diversity, and structural administrative demands. Overall, the study offers an integrated and context specific picture of how competence in learning management contributes to students understanding, motivation, and religious character.

Digital transformation has become an urgent necessity for madrasas in improving the quality of Islamic education amid the rapid advancement of technology. However, various national reports indicate that the implementation of digitalization in many madrasas still faces significant challenges, including low teacher competence, limited infrastructure, and the absence of leadership capable of directing the change process regularly. This study aims to provide an in-depth analysis of the strategies employed by madrasah principals in managing digital transformation as an effort to enhance technology-based learning quality. The research uses a descriptive qualitative approach, relying on secondary data such as scholarly articles, policy reports, and official documents from relevant educational institutions. The findings reveal that the success of improving technology-based learning quality highly depends on visionary and adaptive leadership, particularly in digital planning, teacher capacity building, infrastructure provision, digital learning culture development, and the implementation of data-driven monitoring and evaluation. This study emphasizes that technology becomes effective only when managed through strategic leadership capable of integrating digital innovations into madrasa governance in a sustainable manner.

Leadership in educational organizations, especially in the Darul Hikmah Modern Islamic Boarding School in Medan, faces the challenges of modernity that demand integration between traditional spiritual values ​​and management professionalism. This study aims to analyze the existing leadership structure and design a new structure that integrates the Transformational, Distributive, and Instructional models that are aligned with the local wisdom of North Sumatra, namely the Dalihan Na Tolu philosophy. The method used is qualitative case analysis with observation and interviews. The results of the analysis show that the current leadership is dominated by charismatic and centralistic styles (strong Transformational), but weak in the Distributive dimension (low teacher participation) and Adaptive Technology Instructional. The proposed new leadership structure design emphasizes the formation of a Quality Supervisory Board (DPM) and the Head of Human Resources & Regeneration. This new model places the Kyai/Head of the Islamic Boarding School as the spiritual authority (Hula-hula), Mudir/Executive Director as the managerial change agent (Dongan Tubu), and strengthens the academic/innovation function (Boru). The conclusion suggests that leadership transformation in this Islamic boarding school requires a shift from a figure-based system to a competency-based and collaborative system, making it an adaptive, professional institution firmly rooted in local values.

The quality of madrasah education is strongly influenced by the effectiveness of institutional management. Madrasah Miftahul Hidayah Bulay, as an Islamic educational institution, faces challenges in management practices that have an impact on educational quality. This Community Service Program (Pengabdian kepada Masyarakat/PKM) aims to improve educational quality through madrasah management training based on Participatory Action Research (PAR). The PAR approach was implemented by actively involving the head of the madrasah, teachers, and educational staff in all stages of the program, including problem identification, action planning, training implementation, and reflection and evaluation. The methods used included observation, focus group discussions, participatory lectures, and case studies. The results indicate an improvement in participants’ managerial understanding and skills, particularly in program planning, task organization, leadership, and evaluation of madrasah management. In addition, the training encouraged the development of a more collaborative and well-directed work culture. Therefore, PAR-based madrasah management training has proven effective in strengthening institutional governance and contributing to the sustainable improvement of educational quality at Madrasah Miftahul Hidayah Bulay.

Total Quality Management (TQM) in education has become an important issue in line with increasing societal demands for quality educational services and student satisfaction. Improving educational quality not only depends on the curriculum but also on the effective implementation of quality management principles in educational institutions, including secondary schools, universities, and Islamic boarding schools. This article aims to provide a literature review on the concept, implementation, and impact of quality management on customer satisfaction in the context of Islamic education, addressing two research questions: (1) How are the concepts and practices of quality management implemented? and (2) What are the drivers and barriers to successful implementation?. The method employed is a qualitative literature review, with scholarly articles retrieved from Google Scholar and Publish or Perish (PoP) using the keyword “integrated quality management in education.” The search focused on publications from 2020 to 2025, yielding 30 initial articles. After screening and selecting based on relevance and focus on customer satisfaction, 5 main articles were analyzed in depth. The review revealed three main trends: (1) implementation of integrated quality management enhances service quality and student satisfaction; (2) leadership and curriculum management are key factors for success; and (3) continuous evaluation strategies and staff competency development promote stakeholder satisfaction. In conclusion, systematic quality management in education positively impacts customer satisfaction, and further research is needed to conduct comparative studies across institutions and to explore the integration of digital quality management systems.

Leadership and organizational structure in Islamic education are two interrelated elements that shape the direction, vision, and sustainability of educational institutions founded upon divine values. The background of this study stems from the phenomenon of weak leadership systems and organizational governance in several Islamic educational institutions in Indonesia, characterized by low managerial competence and the lack of integration of spiritual values in leadership practices. This condition hampers institutional effectiveness in achieving the expected quality of education. The purpose of this research is to analyze the role of leadership as a pillar of spiritual and managerial transformation and to describe the organizational system of Islamic education as a collaborative and value-based system. This study employs a qualitative method with a literature review approach, analyzing various academic sources, Islamic leadership theories, and previous research findings. The results indicate that Islamic educational leadership grounded in the values of amanah (trustworthiness), syura (consultation), and ukhuwah (brotherhood) plays a crucial role in building a productive and ethical organizational culture. Furthermore, an organization based on collaboration, justice, and open communication strengthens institutional effectiveness and enhances the participation of all educational components. The synergy between spiritual leadership and a value-driven organizational system produces Islamic educational institutions that are excellent, adaptive, and oriented toward nurturing individuals who are both faithful and knowledgeable.

The competition among educational institutions demands improvement in service quality as a key marketing strategy. Good service quality not only builds a positive image for the institution, but also encourages student satisfaction and interest. The purpose of this study is to identify a quality-based educational marketing strategy to increase student interest. This study used a qualitative approach, with a case study method. Data collection techniques were conducted through interviews, observation, and documentation analysis. The results of the study found that: 1) An effective Islamic education marketing strategy is rooted in the integration of Islamic values and service quality as the basis for forming a positive image of the institution. 2) MTs Al Hidayah excels with a humanistic approach based on empathy and service flexibility, while MTs Daarul Uluum PUI excels through a structured and institutional quality management system. 3) Visionary leadership, teacher competence, and spiritual value-based communication are key factors in building public trust and loyalty. 4) The main obstacles include a lack of quality systematization, documentation, and digital promotion innovation, which have an impact on the limited reach and professionalism of marketing. Strategic solutions include strengthening data-based quality management, increasing human resource capacity, community partnerships, and optimizing digital communication to create sustainable Islamic education marketing that has da'wah value.

Islamic boarding schools (pesantren) as traditional Islamic educational institutions not only serve as places for shaping students’ character, morals, and spirituality but also hold great potential in developing community economic independence through the management of pesantren business units. These business units are a concrete manifestation of the values of independence, hard work, and responsibility taught in the pesantren’s educational process. The purpose of this study is to examine in depth the role of pesantren business units in supporting the economic self-reliance of the pesantren itself as well as their contribution to empowering the surrounding community. This study employs a descriptive qualitative method with a case study approach on several pesantren that have successfully developed various business units such as cooperatives, agriculture, livestock, garment production, and student shops. The results show that pesantren business units function not only as a means of entrepreneurship education for students but also as a primary source of funding to support the operational activities of the pesantren. In addition, they act as the driving force of the local economy by creating employment opportunities, increasing income, and promoting community-based economic empowerment. The success of pesantren business units is influenced by professional management, strong leadership support, and the ability to innovate and adapt to changing times.

This study is a qualitative research employing a case study approach to explore the leadership management of a madrasah principal in improving teacher performance. The data analysis technique used consists of four main steps: data collection, data reduction, data presentation, and drawing conclusions. To ensure the validity and reliability of the findings, source triangulation was applied. The research findings reveal that the madrasah principal plays a multifunctional role encompassing that of a manager, supervisor, and motivator, all of which are central to the effective management of the institution. The principal’s leadership is characterized by a strong orientation toward the achievement of the institutional vision, optimal resource management, and the establishment of a conducive and productive learning environment. Several strategic efforts have been implemented to enhance teacher performance, including the enforcement of work discipline, organizing continuous professional development through teacher training, offering rewards and incentives for achievements, cultivating positive attitudes and mental resilience among staff, and providing financial support to facilitate teaching activities. These strategies reflect a proactive and visionary leadership model that emphasizes communication, motivation, and collaboration. The effectiveness of this leadership approach is evidenced by the significant improvement in teacher performance, contributing to the overall enhancement of educational quality within the madrasah. This study concludes that leadership which is visionary, communicative, and supportive is essential in fostering an environment that promotes teacher development and institutional progress. The results of this research provide valuable insights for education stakeholders, particularly in Islamic educational institutions, on how strategic leadership practices can drive meaningful change and improve educational outcomes. This study also highlights the importance of ongoing support, recognition, and empowerment of teachers as key elements in building a high-performing and motivated teaching workforce.

This conceptual study examines how Islamic Da’wah institutions can be strategically transformed to effectively contribute to the achievement of Sustainable Development Goals (SDGs), particularly Goal 4 on quality education and Goal 16 on peace, justice, and strong institutions. Grounded in strategic management principles and the ethical foundations of Islamic thought, especially maqashid shariah (the objectives of Islamic law), the paper presents a model that integrates religious values into institutional planning and reform. By conducting a thorough review of existing literature, the study identifies and synthesizes essential components for transformation, including visionary leadership that prioritizes long-term impact, ethical governance rooted in transparency and accountability, and inclusive education that is both accessible and values-based. The analysis reveals that aligning Islamic ethical frameworks with global development goals can enhance the operational effectiveness and social relevance of Da’wah institutions. Moreover, the incorporation of maqashid shariah in organizational strategy promotes a holistic approach to development that balances spiritual and material objectives. The study argues that by embracing strategic planning processes that reflect both Islamic values and modern development practices, Da’wah institutions can play a crucial role in advancing educational equity and institutional integrity. This not only strengthens the legitimacy and sustainability of these organizations but also positions them as key partners in the broader development agenda. Ultimately, the paper contributes to ongoing discussions about the role of faith-based organizations in global development by offering a conceptual framework that bridges Islamic governance principles with the pursuit of sustainable development outcomes, encouraging a more integrated and ethically grounded approach to institutional reform.

This conceptual paper explores the strategic transformation of Islamic Da’wah institutions to support the achievement of Sustainable Development Goals (SDG) 4 and 16. Drawing from strategic management theories and Islamic ethical frameworks, particularly maqashid shariah, the study proposes a model for institutional reform that aligns religious values with global development agendas. Through a literature-based analysis, the paper synthesizes key concepts such as visionary leadership, ethical governance, and inclusive education. The findings suggest that integrating Islamic principles into strategic planning enhances institutional accountability and educational quality. This study contributes to the discourse on Islamic institutional development by offering a conceptual framework that bridges faith-based governance with sustainable development.

Human resource development (HRD) is a fundamental pillar in the management of Islamic education, especially in the era of globalization and the industrial revolution 4.0. Islamic educational institutions are required to produce graduates who are not only religious but also competent, ethical, and adaptive. This study aims to identify effective HRD strategies to improve the quality of Islamic educational institutions. The research employs a qualitative approach with data collected through interviews, observations, and documentation in several Islamic educational institutions. The findings reveal that strategies such as training, internships, scholarships, mentorship, collaboration, performance evaluation, spiritual development, technology implementation, and innovation play vital roles. The integration of Islamic values in recruitment, training, and career development is also crucial. However, challenges such as limited funding, lack of competent human resources, and insufficient leadership attention remain obstacles. This study emphasizes the need for innovation in HRD to overcome these barriers. It is expected that the findings provide practical solutions for Islamic educational institutions to achieve educational goals, produce quality graduates, enhance competitiveness, and contribute positively to society.

This research aims to analyze the management of Islamic educational institutions from the perspective of educational management. Using the literature study method, this research examines various literatures related to strategic planning, organization, Islamic leadership, human resource management, and the implementation of holistic and integrated learning. The research results indicate that the management of Islamic educational institutions requires an integration between modern managerial principles and noble Islamic values, to create institutions that excel not only in academic aspects but also in character and moral development of students. Furthermore, the principles of accountability and transparency in supervision and evaluation are key factors in ensuring the sustainability and success of Islamic educational institutions. This research contributes to understanding the managerial concepts based on Islamic values in managing quality Islamic educational institutions.    

In facing the challenges of globalization and the demands for improving the quality of education, madrasas, as Islamic elementary education institutions, are required to manage themselves inde-pendently and adaptively. This study aims to describe in detail the quality improvement manage-ment strategy based on madrasa management at MI Tarbiyah Islamiyah, analyze the supporting and inhibiting factors in its implementation, and formulate relevant and applicable alternative strategies for quality enhancement. This research uses a descriptive qualitative approach with data collection techniques including in-depth interviews, field observations, and document studies. The main informants consist of the head of the madrasa, a senior teacher, and the head of the madrasa committee. The results show that MI Tarbiyah Islamiyah implements quality management through participatory planning, the implementation of programs based on local needs, continuous evalua-tion, and strategic follow-up actions. Supporting factors include visionary leadership, teacher training, and active involvement of the madrasah committee. Meanwhile, the main obstacles are limited human resources, operational funding, and the utilization of technology. This study high-lights the importance of collaborative leadership, a quality-oriented work culture, and local adapta-tion in the sustainable implementation of madrasah-based quality improvement management.

Leadership in Islamic education evaluation plays a pivotal role in ensuring that evaluation processes are aligned with Islamic values and contribute significantly to improving the overall quality of education. This study discusses the conceptual foundations, essential functions, and strategic implementation of leadership in evaluation within Islamic education institutions. Using a qualitative descriptive approach supported by literature analysis, the research identifies key principles such as justice (al-‘adl), trust (amanah), and responsibility (mas’uliyyah) as core components of effective leadership in the evaluation process. These principles are not only theoretical but also deeply embedded in the ethos of Islamic education. The findings highlight that an Islamic-based leadership model in evaluation fosters not only intellectual excellence but also promotes spiritual, ethical, and moral development among learners. Furthermore, this study emphasizes the importance of participatory, transparent, and data-driven leadership strategies that are firmly grounded in Islamic ethical values to enhance institutional accountability, stakeholder trust, and the pursuit of continuous quality improvement. Ultimately, this research provides a framework for integrating Islamic leadership principles into evaluation practices to ensure a holistic and transformative educational experience.