Journal of Science and Education (JSE)

The Role of Islamic Education Teachers in Forming Religious Character of Students Through Extracurricular Pesantren Kilat Activities

2025-08-04T16:45:16+07:00

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students’ religious character through Pesantren Kilat (short-term Islamic boarding school programs) in two junior high schools with differing institutional approaches. Employing a descriptive qualitative method and data triangulation (observation, interviews, and documentation), the study reveals that SMPN 50 adopts a massive training model based on rotating modules, while SMP Triyasa employs a small-group mentoring approach. The findings indicate that SMPN 50 excels in the practice of religious rituals, whereas SMP Triyasa is stronger in spiritual internalization. Additionally, four key roles of PAI teachers were identified: spiritual architect, moral model, cultural translator, and ethical coach, all of which contribute significantly to the contextual internalization of religious values. Program evaluation results show an increase in religiosity by 23% at SMPN 50 and 18% at SMP Triyasa, though value retention after six months was higher at SMP Triyasa (85%) than at SMPN 50 (72%). These findings support the theories of deep learning and Resource-Based Pedagogy, which emphasize the importance of interaction quality and strategic adaptation to institutional capacity. The study also proposes a Triaxial Character Development model integrating spiritual, social, and cognitive dimensions as an effective framework for Islamic character education. Practical implications include the development of an adaptive Pesantren Kilat model based on students’ needs and a sustainable system for spiritual evaluation.

The Effectiveness of Religious Extracurricular Programs in Shaping Students’ Character"

2025-08-04T16:42:25+07:00

This study aims to analyze the effectiveness of religious extracurricular programs in shaping students’ moral character at two public senior high schools: SMA Negeri 1 Tegalwaru and SMA Negeri 1 Pangkalan Karawang. Using a qualitative approach with a comparative case study design, data were collected through participatory observation, in-depth interviews, and document analysis. The findings reveal that both schools implement adaptive yet distinct program designs: SMA Tegalwaru emphasizes face-to-face approaches based on modeling and habituation, while SMA Pangkalan Karawang integrates digital platforms, preaching projects, and parental collaboration. Character development takes place effectively through mentoring sessions that involve reflective dialogue and emotional student engagement. Key success factors include convergent support from schools, families, and communities, as well as the availability of physical and digital infrastructure. This study proposes the Dynamic Spirituality Development Model, which combines adaptive content delivery, linguistic-ritual value reinforcement, and community-based evaluation. The findings highlight the importance of contextual program design, dialogical mentoring strategies, and ecosystem synergy in strengthening students’ religious character in the digital age.

Islamic Education in the Digital Era: Pedagogical Competence, Technology Acceptance, and Managerial Supervision

2025-09-09T11:26:29+07:00

The rapid advancement of digital technology in the 21st century has significantly influenced the landscape of education, including Islamic Religious Education (PAI). Teachers are expected not only to master basic knowledge but also to integrate critical thinking, creativity, and adaptability into their instructional practices. This study aims to analyze the implementation of digital transformation in Islamic education through the lens of pedagogical competence, managerial supervision, and cultural adaptation. A qualitative approach with a case study design was employed, focusing on purposively selected institutions that demonstrate initiatives in digital Islamic learning. Data were collected through literature review, document analysis, and triangulation with empirical findings from recent studies. The researcher acted as the primary instrument, supported by systematic coding and thematic matrices, while trustworthiness was ensured using credibility, transferability, dependability, and confirmability criteria. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the integration of the TPACK (Technological Pedagogical Content Knowledge) and TAMISE (Technology Acceptance Model in Islamic Education) frameworks significantly improved the effectiveness of PAI learning. Student engagement increased by 41% through augmented reality and gamification, while 89% of teachers successfully developed adaptive learning modules using AI-based tools. The MTDPI (Model Transformasi Digital Pendidikan Islam), which incorporates a maqāṣid shariah-based technocultural foundation, hybrid pedagogy, and a scholar-technocrat ecosystem, proved effective in aligning innovation with Islamic values. However, implementation challenges persist. Only 29% of madrasahs in rural areas have adequate internet access compared to 89% in urban areas, highlighting infrastructural inequality. Moreover, 34% of senior teachers resisted the use of gamification, citing concerns over the sacredness of Islamic knowledge. Governance issues, particularly the absence of content verification mechanisms, were also identified as barriers. Nonetheless, blockchain-based evaluation systems demonstrated potential by reducing verification time from seven days to two hours while ensuring content authenticity.

Principal's Academic Supervision Management in Improving The Professional Competence of Elementary School Teachers

2025-09-09T11:22:06+07:00

The management of academic supervision by school principals, aimed at improving the professional competence of elementary school teachers, is a significant factor contributing to the decline in the quality of learning. Therefore, the existence of management plays an important role in maximizing the potential of teachers so that it has a positive impact on the quality of learning. Academic vision is one of the competencies of school principals, focusing on creating the quality of educational units so as to achieve superior accreditation. The management of academic supervision of the principal includes planning, organizing, implementing, and control/supervision. The purpose of this study is to find out the management of academic supervision of school principals in improving the professional competence of elementary school teachers. This research uses a case study approach. The data collection methods used are observation, interview, and documentation methods with school principals and teachers as informants. The data collection is aimed at answering research problems. The selection of respondents was carried out by purposive sampling. The results of the study showed: (a) Planning for academic supervision of school principals includes the preparation of supervision programs and the creation of supervision instruments, and (b) implementation of supervision using the directive approach, PMM application, and individual and group techniques. (c) Supervision and supervision evaluation include monitoring, preparation of follow-up plans, and reporting. (d) Supporting factors for supervision are the existence of adequate resources, while factors that inhibit supervision include limited understanding of the importance of academic supervision and management of school principals. The conclusion of the results of this study shows that the management of the supervision of the principal has a positive impact on improving the professional competence of teachers of SDN Sedaratu and SDN Sukajadi.

Learning Community Management in Improving the Quality of Learning in Elementary Schools

2025-09-09T11:20:25+07:00

The underutilization of school learning communities in improving learning quality and teacher competence is still a concern. This study explores planning, organizing, implementing, and evaluating learning communities at SD Negeri Galudra and SD Negeri Manangga Sumedang (April 9–16, 2025) using observation, interviews, and documentation.Findings indicate a strong link between rising Education Report scores and effective management. The program works through four stages. Planning includes forming teams, setting goals, commitments, strategies, schedules, and budgets. Organization builds resilient teams, assigns responsibilities, and establishes structures. Implementation involves analyzing Education Report results, studying the Pancasila Student Profile (P5), developing P5 modules, and holding open learning activities. Supervision/Evaluation is done through reflection, group assessment, and follow-up plans. Overall, the learning community is managed effectively, though challenges remain in commitment and time coordination. The solution is reinforcing shared responsibility and arranging short, regular schedules to ensure continuity amidst busy routines.

The Contribution of Majelis Munadhoroh wal Maktabah (M3) to Improving the Learning Motivation of Islamic Boarding School Students

2025-09-09T11:18:17+07:00

This study examines the contribution of Majelis Munadhoroh wal Maktabah (M3) to improving the learning motivation of students in Islamic boarding schools, focusing on its implementation at Pondok Pesantren Syaichona Moh. Cholil Bangkalan. Using a qualitative case study approach, the research involved M3 program coordinators, teachers, and actively participating students. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that M3 enhances both intrinsic and extrinsic motivation through active participation, structured classical text (kitab kuning) literacy development, and the cultivation of Islamic values such as humility (tawadhu’) and brotherhood (ukhuwah). Supporting factors include comprehensive library facilities, the STAISyaichona e-Resource digital platform, conducive learning spaces, and strong institutional support. However, sustaining M3’s impact requires consistent facilitation quality, digital literacy training, and continued stakeholder collaboration. The study concludes that M3 represents a hybrid educational model that preserves traditional pesantren scholarship while integrating modern learning innovations, making it a replicable framework for enhancing student motivation in Islamic education.

Effectiveness of Islamic Religious Education in Developing Students’ Religious Character

2025-09-09T11:13:29+07:00

This study aims to analyze the effectiveness of Islamic Religious Education (IRE) in shaping students’ religious character at MTs An-Nur, Pacet District, Bandung Regency, as well as to identify the supporting and inhibiting factors in its implementation. The study is grounded in the recognition of IRE as a strategic instrument for fostering a generation that is faithful, pious, and of noble character amid the challenges of globalization, the influence of digital media, and shifting social values. The research employed a qualitative approach with a case study design. Research subjects included IRE teachers, the school principal, students, and parents, selected purposively. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed using Miles, Huberman, and Saldaña’s interactive model, which comprises data reduction, data display, and conclusion drawing/verification. Data validity was ensured through source triangulation and member checking. The findings indicate that IRE at MTs An-Nur positively contributes to the development of students’ religious character through a curriculum that incorporates Islamic values, teacher role modeling, participatory learning strategies, and a supportive school environment. However, its effectiveness is hindered by the limited integration of religious values into daily life, the influence of social media and popular culture, and the lack of synergy between school, family, and community. The study recommends strategies to enhance the effectiveness of IRE through the integration of Islamic values across all subjects, continuous professional development for IRE teachers, multi-stakeholder collaboration, and the use of technology as a medium for character education.

Developing Religious Values through the Diniyah Takmiliyah Wustha Program in Shaping Students’ Noble Character

2025-08-04T16:46:26+07:00

This study examines the implementation of Madrasah Diniyah Takmiliyah Wustha (MDTW) as a strategic effort to develop students’ religious character in two public junior high schools: SMPN 1 and SMPN 3 Rajadesa, Ciamis Regency. Using a qualitative case study approach, data were collected through participatory observation, in-depth interviews with school principals, MDTW teachers, students, and parents, as well as curriculum documentation analysis. Thematic analysis was applied to identify patterns of transformation and institutional impact. The findings reveal that MDTW is implemented through a three-layer integration model structural, cultural, and social which effectively supports character development. Students experience a three-phase transformation: cognitive awakening, behavioral internalization, and spiritual actualization. The program led to a 72% decrease in disciplinary violations, a 58% increase in spiritual engagement, and a 65% improvement in conflict resolution skills. Comparative analysis also shows that moral and behavioral outcomes in MDTW schools are significantly better than in schools without similar programs. Despite its success, the implementation of MDTW faces several challenges, including limited funding allocation, uneven management commitment, and student resistance. The study introduces a Spiritual Ecosystem Framework that highlights the importance of curriculum design, environmental support, and stakeholder engagement in sustaining religious education. The study concludes that MDTW is a viable model for moral education in the digital age and recommends national quality standards, teacher training in digital Islamic pedagogy, and holistic spiritual assessment systems.

The Implementation of Differentiated Instruction in Islamic Religious Education to Enhance Students’ Learning Motivation

2025-08-04T16:44:11+07:00

This study aims to examine the implementation of differentiated instruction in Islamic Religious Education (IRE) as a strategy to enhance elementary school students’ learning motivation. Employing a classroom action research approach with a mixed-methods design, the research was conducted at SDN Leuwiliang and SDN Pelita, both of which have adopted the Merdeka Curriculum. Data were collected through the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observations, in-depth interviews, and documentation of the instructional process. The findings indicate that learning style-based differentiation strategies such as the use of podcasts for auditory learners and worship practice simulations for kinesthetic learners effectively increased student engagement. Content differentiation through the integration of local culture and tiered assignments also significantly reduced the rate of learning incompleteness. Quantitative analysis revealed a significant improvement in intrinsic goal orientation scores (from μ = 2.1 to μ = 3.4) and self-efficacy (from μ = 2.3 to μ = 3.6), with p < 0.018. The successful implementation was further supported by educational technology, teacher collaboration, and principal-led budgeting policies. These findings affirm that differentiated instruction in IRE not only enhances learning motivation but also fosters a more inclusive and contextualized learning experience. The study recommends the development of technical guidelines, reflective training for IRE teachers, and school policies that are responsive to diverse learning needs.

Implementation of Practical Religious Skills Assessment in Fiqh Learning on the Topic of Thaharah in the Merdeka Curriculum

2025-08-04T16:40:49+07:00

This study examines the implementation of practical Thaharah assessment within the context of the Merdeka Curriculum at the junior secondary school level. Employing a qualitative approach with a comparative case study design, the research was conducted at MTs An-Nur 1 and MTs An-Nur 3 in Malangbong, Garut. Research subjects included Islamic studies teachers, school principals, and relevant instructional and assessment documents. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña.The findings reveal that the quality of rubric design and the consistency of assessment implementation play a crucial role in enhancing students’ religious practice skills. MTs An-Nur 1 demonstrated a high level of implementation fidelity, with assessments embedded in routine instruction, immediate feedback, and well-documented student portfolios. In contrast, MTs An-Nur 3 conducted assessments in a more administrative and less reflective manner. The success of assessment practices at MTs An-Nur 1 was supported by internal factors such as teacher competence, a strong religious school culture, instructional leadership, and adequate infrastructure. The study concludes that the effectiveness of authentic assessment in religious education depends on three key components: instrument validity, implementation consistency, and a supportive school ecosystem. These findings highlight the importance of community-based collaboration and instructional leadership in transforming assessment into a formative and character-building process, rather than a mere administrative procedure.

Quality Management of the Pancasila Student Profile Project for Character Development

2025-09-09T11:24:25+07:00

Character education is one of the main focuses of the Kurikulum Merdeka (Independent Curriculum), implemented through the Pancasila Student Profile Strengthening Project (P5). This study aims to describe and analyze the quality management of P5 in enhancing student character, particularly in the aspects of collaboration (gotong royong) and independence, at the kindergarten level. A qualitative case study approach was employed. Data were collected through classroom observations, interviews with teachers, principals, and parents, as well as project documentation. The findings indicate that careful planning, participatory implementation, and continuous evaluation are crucial factors for the successful execution of P5. Challenges encountered include limited facilities, variations in parents’ understanding, and restricted time allocation. These issues can be addressed through teacher–parent collaboration, integrating projects into other learning activities, and developing contextual learning media. In conclusion, the quality management of P5 has proven effective in shaping children’s character from an early age, fostering awareness, independence, and collaborative spirit, while also preparing students to meet the demands of 21st-century education.

Principal Academic Supervision Management in Improving the Pedagogic Competence of Vocational School Teachers

2025-09-09T11:21:07+07:00

This study investigates the management of academic supervision by principals at SMKN 1 and SMKN 2 Leles, Cianjur Regency, in improving teachers’ pedagogic competence. Using a qualitative case study design, the research involved principals, vice principals, and vocational subject teachers as key informants. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings indicate that supervision planning at both schools is supported by structured annual programs, standardized observation instruments based on pedagogic competence indicators, and participatory decision-making involving senior teachers and management teams. Implementation integrates clinical supervision techniques and reflective feedback to enhance lesson planning, classroom management, and assessment practices. Evaluation and follow-up mechanisms demonstrate progress toward evidence-based decision-making; however, the absence of standardized impact assessment tools limits the measurement of supervision outcomes on student learning. Supporting factors include leadership commitment, teacher motivation, and adequate facilities, while inhibiting factors involve limited training, inconsistent follow-up, and weak integration of supervision results into broader school development plans. The study concludes that effective academic supervision management in vocational schools should combine strategic planning, consistent implementation, data-driven evaluation, and sustainable follow-up, tailored to the unique characteristics of the vocational education context.

Adaptive Leadership in Managing Conflict to Improve Performance

2025-09-09T11:19:39+07:00

Schools are complex organizations where conflicts may arise from both technical issues and interpersonal relations. This study investigates conflicts at SDN Bojongmekar, particularly between senior and junior teachers and those related to limited resources. It also explores the adaptive leadership strategies of the principal, the supporting and inhibiting factors, and the impact on teacher performance. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis, and analyzed thematically with source triangulation to ensure validity. The findings indicate that conflicts mainly occur as internal organizational and interpersonal tensions between senior and junior teachers. The principal applied adaptive leadership through structured steps, supported by open communication, while seniority culture remained the main barrier. Adaptive leadership was found to improve teacher motivation, collaboration, and the overall work climate. In conclusion, adaptive leadership transformed conflict into opportunities to enhance teacher performance and build a more conducive environment for quality learning.

The Efforts of Islamic Religious Education Teachers to Foster Students’ Religious Character through Religious Extracurricular Practices in Schools

2025-09-09T11:17:06+07:00

This study examines the efforts of Islamic Religious Education (PAI) teachers in fostering students’ religious character through religious extracurricular practices in two high schools with different contexts: SMA Karya Pembangunan 2 (general school) and SMA Muhammadiyah 4 (faith-based school) in Bandung City. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis, involving PAI teachers, extracurricular advisors, and active student participants. The findings reveal that SMA Karya Pembangunan 2 adopts a contextual and inclusive approach, integrating religious values with contemporary social issues and promoting tolerance through activities such as interfaith seminars. This model enhances students’ moral reasoning, empathy, and respect for diversity. In contrast, SMA Muhammadiyah 4 emphasizes structured habituation, including daily muhasabah, peer mentoring, and a tahfidz program requiring one juz memorization per year. This approach cultivates discipline, responsibility, and consistency in religious practice.Key supporting factors include stakeholder collaboration, notably in SMA Muhammadiyah 4 through home visit programs involving teachers, parents, and community members. The main challenge in SMA Karya Pembangunan 2 is the variation in students’ religious understanding, requiring differentiated instructional strategies. The study concludes that combining inclusivity with spiritual depth can offer a holistic framework for religious character development, aligning with the Penguatan Pendidikan Karakter (PPK) initiative.

Teachers' Strategies in Integrating Digital Learning Me-dia to Achieve Basic Competencies in Islamic Education in Elementary Schools

2025-08-04T16:47:44+07:00

This study aims to explore teachers' strategies in integrating digital learning media to support the achievement of basic competencies in Islamic Education (PAI) at elementary schools. The research focuses on teachers' practices at SDN Cipeundeuy, Bandung Regency, in responding to digital learning challenges amid infrastructure limitations and limited access to technology. A qualitative descriptive approach with a case study design was employed. Data collection was conducted through classroom observation, semi-structured interviews, and documentation of teaching materials. Data analysis was performed using the interactive model of Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The results of the study indicate that IRE teachers actively utilize digital media such as educational videos, quiz applications (Kahoot, Quizizz), and WhatsApp as a medium for distributing learning materials. The use of these media had a positive impact on student engagement and understanding of the material, as indicated by an increase in the average score from 70 to 85. Adaptive strategies were also implemented in the form of hybrid learning and digital-based projects such as infographics on Islamic values. Despite facing challenges related to limited devices and technical competencies, teachers demonstrated increased professionalism through self-directed training and collaboration in Teacher Working Groups (KKG). This study concludes that the integration of digital media can be an effective pedagogical approach in PAI learning, with the proviso that there is ongoing support for infrastructure strengthening and teacher capacity building. This study makes an important contribution to the development of contextual, participatory, and relevant digital-based religious education that meets the needs of the 21st century

The Influence of Islamic Cultural History (SKI) and Aqidah Akhlak Learning on Enhancing Understanding of Religious Moderation

2025-07-27T16:01:48+07:00

This study examines the influence of integrated learning in the subjects of Islamic Cultural History (SKI) and Aqidah Akhlak on enhancing students’ understanding of religious moderation at MTs Nurul Falah Bandung. Using a mixed-method sequential explanatory approach, data were collected through Likert-scale pre-tests and post-tests as well as semi-structured interviews. The results of the paired t-test showed a significant increase in the average scores of religious moderation understanding: cognitive dimension rose from 3.05 to 3.98, affective from 3.18 to 4.04, and conative from 3.13 to 4.00, with p < 0.001. Regression analysis indicated that the intervention contributed β = 0.62 with R² = 0.58. Qualitative findings revealed that the integration of historical narratives and moral values strengthened students’ tolerant, empathetic, and reflective attitudes toward differences. The study concludes that contextually integrated SKI and Aqidah Akhlak learning is effective in fostering the values of religious moderation and can serve as a character education model in madrasahs.

Management of Intra School Student Organizations to Enhance Student Creativity in Senior High Schools

2025-07-27T16:00:55+07:00

This study examines the effectiveness of Intra-School Student Organization (OSIS) management in enhancing student creativity at the senior high school level. Using a qualitative comparative case study approach, the research was conducted at SMAN 1 Rancaekek and SMAN 27 Bandung, which exhibit differing student organization characteristics and school cultures. Data were collected through in-depth interviews, participatory observations, and document analysis, and were analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings indicate that OSIS management that is participatory, flexible, and responsive to student needs can significantly enhance student creativity. SMAN 27 Bandung demonstrated more innovative practices in planning, program implementation, and evaluation aspects, whereas SMAN 1 Rancaekek remained focused on routine and administratively inclined activities. Supporting factors include supportive school leadership, active student participation, and the use of technology in organizational coordination. Challenges encountered involve time constraints, limited resources, and insufficient managerial training for OSIS administrators.This study concludes that effective OSIS management can serve as a strategic platform for developing student creativity and recommends strengthening training, program innovation, and cross-sector collaboration in OSIS management.

Implementation of Coaching Techniques to Enhance School Principals’ Managerial Competence Through the TIRTA Framework

2025-07-27T15:59:55+07:00

This study examines the implementation of coaching techniques based on the TIRTA Framework (Action, Reflection, Follow-Up, and Execution) as a strategic approach to enhancing the managerial competence of primary school principals. Using a qualitative case study approach, the research was conducted at SDN Talagasari and involved the principal, senior teachers, and school supervisors as key informants. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that coaching through the TIRTA Framework gradually facilitates a transformation in the principal’s mindset—from administrative leadership to reflective and collaborative leadership. The Action phase enables the identification of real, context-based problems within the school; Reflection promotes self-evaluation and awareness of one’s role; Follow-Up guides the formulation of strategic plans based on reflective insights; and Execution showcases the internalization of new leadership values into the school’s work culture. These findings affirm that reflective coaching is not merely a technical intervention, but a transformative learning process that can foster adaptive and sustainable leadership. The TIRTA-based coaching technique has the potential to serve as a professional development model for school principals, one that could be integrated into national education supervision policies in a more contextual and human-centered manner.

Transformational Leadership Management of School Principals in Enhancing the Professional Competence of Primary School Teachers

2025-07-27T15:59:10+07:00

This study examines the transformational leadership management of school principals in enhancing the professional competence of primary school teachers. Using a qualitative case study approach, the research was conducted at SDIT Insani and SDIT Andalusia, involving principals, teachers, and managerial staff as key informants. Data were collected through in-depth interviews, direct observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that school principals implement transformational leadership through strategic planning based on teacher needs, the execution of collaborative training programs, structured evaluations, and continuous follow-up actions. These practices reflect the application of the PDCA (Plan–Do–Check–Act) cycle within the framework of educational quality management. Despite limitations in infrastructure and funding, the principals succeeded in fostering a professional and collaborative culture through visionary communication, teacher empowerment, and external partnerships. The study concludes that transformational leadership, when carried out in a planned and adaptive manner, plays a significant role in improving teacher competence and learning quality in primary schools. These findings highlight the importance of strengthening the capacity of school principals as instructional leaders and change agents within school-based educational management.

School Committee Strategies to Improve the Quality of Primary School Learning

2025-07-27T15:57:39+07:00

This study examines the strategies employed by school committees to enhance the quality of learning at the primary school level within the context of the implementation of the Merdeka Curriculum. Using a qualitative case study approach, the research was conducted at SDN 170 Dian in Bandung City and SDN Menger 02 in Bandung Regency, involving principals, teachers, committee members, and parents. Data were collected through participatory observations, in-depth interviews, and document analysis, and were analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings indicate that school committee strategies include data-driven planning, participatory program implementation, and monitoring through documentation and reporting. However, the committee’s involvement remains largely administrative and has not fully assumed a strategic role. This role gap is attributed to the committee’s limited human resource capacity, lack of training, and weak synergy among stakeholders. The study concludes that the effectiveness of school committee strategies in supporting learning quality hinges on three key factors: adaptive policy support, institutional capacity building, and the application of a community-based collaborative approach. These findings underscore the importance of transforming school committees from symbols of administrative participation into strategic actors in school-based quality education management.