Synergizing the PDCA cycle and Islamic values: A strategy for implementing quality culture in Islamic elementary school

Abstract

This study aims to analyze the implementation of PDCA (Plan–Do–Check–Act) cycle strategies in fostering a quality culture, as well as the integration of Islamic values within this cyclical process in Islamic elementary schools. The research employed a qualitative descriptive method, with data collected through non-participatory observation, in-depth interviews, and documentary studies. The informants in this study included the principal, foundation chairperson, vice principal, quality assurance team, teachers and staff, students, and school committee, who were selected using a purposive sampling technique, resulting in a total of 17 informants. Data were analyzed using thematic analysis, involving data familiarization, initial coding, theme development, review, naming, and report writing, supported by source and method triangulation. The findings indicate that the implementation of a quality culture at Madrasah Ibtidaiyah Pesri Kendari follows four interrelated stages—planning, implementation, evaluation, and follow-up—aligned with the PDCA cycle. Each stage is guided by key performance indicators (KPIs), including student achievement, teacher performance, program effectiveness, and stakeholder satisfaction. Islamic values such as islah (continuous improvement), muhasabah (self-reflection), and syura (consultation) are integrated into each stage, creating a comprehensive and sustainable quality management framework that enhances institutional performance, promotes collaboration, and fosters Islamic character.