Preparation And Accreditation Process Of Integrated Islamic Elementary Education Institutions: A Case Study At Sdit Al Hidayah Samarinda

Abstract

Accreditation serves as a strategic instrument with a crucial role in quality assurance efforts for integrated Islamic primary educational institutions in Indonesia. This study aims to thoroughly describe the preparation and implementation process of accreditation, identify supporting and inhibiting factors that influence the process, and analyze the institutional response and follow-up actions toward accreditation obtained results at SDIT Al Hidayah. This research employed a qualitative approach with an exploratory and contextual single case study design. Data were collected through in-depth interviews with purposively selected informants and a relevant literature review, subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that accreditation preparation was conducted regularly through the establishment of an internal accreditation team, implementation of data-based school self-evaluation, and comprehensive fulfillment of all eight national education standards in a planned and structured manner. Supporting factors for success included visionary school leadership, internal team cohesiveness, and technical guidance from the JSIT parent institution, while the primary obstacles encountered were operational budget constraints and a weak institutional documentation culture. Following accreditation, the institution responded constructively by translating all assessor recommendations into measurable school work plans. This study firmly affirms that accreditation functions not merely as a formal assessment instrument, but as a genuine catalyst for sustainable quality transformation within integrated Islamic primary education.