Rahmat Fauzi, Achmad Robita, Muhammad Noor, Achmad Junaidi, Dedy Irawan, Moc Chotib, Ahmadi

Implementing TQM in Islamic Education: A Phenomenological Study of Management Practice at MTs Darul Amin Palangka Raya

Introduction

Implementing tqm in islamic education: a phenomenological study of management practice at mts darul amin palangka raya. Phenomenological study explores TQM in Islamic education (MTs Darul Amin). Uncover the Integrated Islamic Quality Management Model (IIQMM), merging modern quality with Islamic values.

Abstract

This study aims to explore the development of a Total Quality Management (TQM)-based management model at MTs Darul Amin Palangka Raya through the lived experiences of stakeholders. Using a qualitative phenomenological approach, the research delves into how teachers, administrators, and parents perceive, interpret, and enact TQM within an Islamic educational framework. Data were collected through in-depth interviews with 15 informants, participatory observation, and documentation analysis over six months, with attention to the essence of their subjective experiences. The findings reveal that the implementation of the TQM model at MTs Darul Amin Palangka Raya is influenced by five key dimensions: transformative leadership, stakeholder engagement, continuous improvement, data-driven decision making, and integration of Islamic values in management. Participants described these dimensions not merely as managerial tools but as meaningful practices tied to Islamic concepts like amanah (trustworthiness) and itqan (excellence). Challenges such as resistance to change and resource limitations emerged as shared lived realities among stakeholders. The study culminates in an "Integrated Islamic Quality Management Model" (IIQMM), which reflects how TQM is experienced and contextualized in the madrasah environment. This research contributes to Islamic education management by uncovering the intersubjective meanings of TQM implementation, offering a model that harmonizes modern quality principles with Islamic values. The phenomenological lens highlights how stakeholders co-construct quality as both an organizational and spiritual endeavor.

Review

This study presents a compelling and timely investigation into the implementation of Total Quality Management (TQM) within an Islamic educational context, specifically at MTs Darul Amin Palangka Raya. The choice of a qualitative phenomenological approach is particularly apt, allowing for a deep exploration of the lived experiences and subjective interpretations of TQM by key stakeholders including teachers, administrators, and parents. The robust methodology, encompassing in-depth interviews with 15 informants, participatory observation, and documentation analysis over six months, ensures a rich and nuanced understanding of how modern management principles are perceived and enacted through an Islamic lens. This intersection of contemporary quality management and spiritual values offers a unique and valuable contribution to the field of educational leadership and Islamic studies. The findings reveal a comprehensive understanding of TQM implementation, crystallized around five crucial dimensions: transformative leadership, stakeholder engagement, continuous improvement, data-driven decision making, and the thoughtful integration of Islamic values. What stands out is how participants link these managerial dimensions to core Islamic concepts such as *amanah* (trustworthiness) and *itqan* (excellence), demonstrating a genuine contextualization rather than mere adaptation. The study candidly addresses challenges like resistance to change and resource limitations, grounding the findings in the shared realities of the madrasah environment. The culmination in the "Integrated Islamic Quality Management Model" (IIQMM) is a significant outcome, illustrating how TQM is experienced and co-constructed as both an organizational and spiritual endeavor, thereby enriching the literature on Islamic education management with intersubjective meanings. While the phenomenological depth is a major strength, a natural next step could involve exploring the practical applicability and generalizability of the IIQMM in other Islamic educational institutions, perhaps through comparative case studies or action research. Future research might also delve into the specific strategies employed to overcome the identified challenges, offering practical guidance for leaders seeking to implement similar quality models. Nevertheless, this study makes a substantial theoretical and empirical contribution by skillfully bridging the gap between Western management paradigms and Islamic principles. It offers invaluable insights for policymakers and practitioners aiming to foster excellence and quality within Islamic educational settings, establishing a strong foundation for future discourse and development in this critical area.

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