Peningkatan Mutu Pembelajaran Pendidikan Agama Islam di Lembaga Pendidikan Umum

Abstract

Based on the discussion of the paper on the concepts of Quality, Integrated Quality, School Quality, and Educational Institution Quality, the author will present several conclusions based on the literature review and theories that have been conducted. The terminology of quality has a fairly diverse meaning, encompassing many interpretations and contradictions. This is because there is no standard measure for quality itself, making it difficult to arrive at a uniform answer as to whether something is of quality or not. Globalization has made quality management a necessity in managing educational institutions up to the era of quality assurance competition. Society, the government, and users of educational services highly require high quality educational institutions. This is because, in the educational world, quality is a determining factor in achieving educational goals. Indicators or criteria that can be used to gauge educational quality include the final results of education, direct educational outcomes (such as written tests, checklists, anecdotes, rating scales, and attitude scales, which are used as benchmarks for measuring the quality of an educational institution), the educational process, input instruments (tools interacting with raw input, namely students), as well as raw input and the environment. Islamic educational institutions play a significant role in national education. This is because national education cannot be separated from religious values. Divine values have been made the basis for every learning process in Islamic educational institutions. Besides promoting strong religious aspects among students, Islamic institutions also provide education in science and technology comparable to general educational institutions. This is due to the influence of reform ideas in the Islamic world and the awakening of the Indonesian nation, leading to the gradual incorporation of general subjects into madrasah curricula. Religious textbooks are now being specially compiled according to madrasah levels, similar to the knowledge books used in general schools. Therefore, the management of madrasahs for improving educational quality must include five key aspects: management aspects, the use of computers and the internet in learning, team work culture, the use of teaching aids, and the involvement of teachers, students, parents, and stakeholders