Quality Management of Islamic Religious Education to Strengthen Students’ Moral Character in Elementary Schools

Ayi Nursaleh; Teti Ratnawulan Surtiati

doi:10.58905/jse.v6i1.2.684

Authors

Ayi Nursaleh Nusantara Islamic University, Bandung, Indonesia
Teti Ratnawulan Surtiati Nusantara Islamic University, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i1.2.684

Keywords:

Akhlakul Karimah, Character Education, Elementary School, Islamic Religious Education, Quality management

Abstract

This study examines the implementation of quality management in Islamic Religious Education (PAI) as a strategic effort to strengthen students’ moral character (akhlakul karimah) in elementary schools. Using a qualitative case study approach, the research was conducted at SDN Sirnagalih and SDN Sukamaju in Cianjur Regency, involving school principals, PAI teachers, and students who were directly engaged in learning activities. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that quality management in PAI learning when applied through systematic planning, consistent implementation, comprehensive evaluation, and collaborative follow-up plays a significant role in improving students’ moral behavior. The planning stage emphasizes aligning learning objectives with Islamic values and student needs. The implementation stage integrates religious instruction with daily school culture through programs such as collective prayers, Qur’an recitation, and social service activities. Evaluation combines formative and summative assessments that address cognitive, affective, and behavioral dimensions. Follow-up actions involve professional teacher collaboration and community engagement to sustain continuous improvement. This study concludes that quality management in PAI learning, guided by Deming’s PDCA (Plan–Do–Check–Act) framework and supported by Islamic educational philosophy, serves as an effective model for fostering character-based education. The findings underscore the importance of collaborative leadership, cultural integration, and ongoing reflection as key drivers for sustainable quality and moral development in Indonesian elementary education.

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