Self-Evaluation-Based Quality Development Model at MI At-Tarbiyah Loa Janan

Abstract

Private madrasah ibtidaiyah still face persistent challenges in governance, curriculum implementation, teacher competence, and internal quality assurance. This study aims to describe the actual condition of educational quality and formulate a self-evaluation-based quality development model at MI At-Tarbiyah Loa Janan, Kutai Kartanegara Regency. Previous studies have discussed madrasah quality improvement, Total Quality Management, curriculum management, and Madrasah Self-Evaluation, but limited attention has been given to context-specific planning models for private Islamic elementary schools with restricted resources. This research employed a descriptive qualitative approach. The informants consisted of the madrasah principal, curriculum coordinator, and five teachers selected purposively. Data were collected through in-depth interviews, participatory observation, and document study, then analyzed through data condensation, data display, and conclusion drawing. The findings show that the madrasah has a strong improvement orientation, but institutional evaluation remains unsystematic, Merdeka Curriculum implementation is uneven, teacher competence varies, and internal quality assurance has not been documented as a formal cycle. The study offers a quality development model that integrates data-based leadership, curriculum integration, teacher professional development, internal self-evaluation, and community partnership.