Internalizing Educational Quality Values: Evaluation and Principal Managerial Strategies at SMA Darussalam Medan
Keywords:
School Self-Evaluation, Quality Internalization, Principal Leadership, ManagementAbstract
School quality improvement is often constrained not by the absence of formal quality assurance instruments, but by a gap between institutional quality standards and how those standards are understood and enacted by teachers. This study examines how educational quality values are internalized through School Self-Evaluation (Evaluasi Diri Sekolah/EDS) and the principal’s managerial strategies at SMA Darussalam Medan. Using qualitative field research with a single-site case orientation, data were derived from in-depth interviews with the principal, teachers, and school committee representatives, limited participatory observation of teaching and supervision, and institutional documents, including the School Development Plan (RPS), EDS reports, and teacher qualification records. The data were triangulated across sources and techniques and analyzed through iterative condensation, EDS-informed categorization, thematic comparison, and interpretive synthesis. The findings identify a connected mechanism rather than a single managerial intervention. Participatory planning creates shared ownership of quality goals; EDS functions as an evidence informed diagnostic mechanism that identifies teacher-development and staffing needs; and the principal translates these needs into professional development, staffing responses, external advocacy, and the internalization of itqān as an Islamic ethic of professional thoroughness and responsibility. The case also reveals tensions: differences in quality awareness, continued reliance on teacher-centered instruction among some teachers, and shortages of permanent teachers. Recruiting honorary teachers helps maintain instructional continuity but introduces sustainability, financing, employment-status, and professional-quality trade-offs. The study contributes a context-sensitive explanation of how technical quality-assurance routines and value-based professional ethics can interact in a resource-constrained Islamic school.
References
Alfayed, D., Muthiah, S., Lailawati, S. M., Aslamiah, A., & Cinantya, C. (2026). Teacher Empowerment Strategies to Bridge Educational Disparities and Enhance School Quality. Edunesia : Jurnal Ilmiah Pendidikan, 7(1), 608–622. https://doi.org/10.51276/edu.v7i1.1549
Alhussam, M. A., Samanta, S., Ray, A. K., Kar, B., & Dibiat, N. (2024). Evaluating education quality as a research instrument: A systematic review. Multidisciplinary Reviews, 7(6), 2024115. https://doi.org/10.31893/multirev.2024115
Anwar, M. A. (2022). Principal’s Leadership Strategy in Developing the Quality of Teacher Resources. Al-Hayat: Journal of Islamic Education, 6(1), 56. https://doi.org/10.35723/ajie.v6i1.221
Atstsaury, S., Hadiyanto, H., & Supian, S. (2023). Principal’s Strategy to Improve Teachers Professional Competence. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(1), 1–10. https://doi.org/10.31538/munaddhomah.v5i1.775
Azizah, L., & Witri, S. (2021). Peningkatan Mutu Pendidikan melalui Penerapan Total Quality Management dalam Program Akreditasi Sekolah. Dawuh Guru: Jurnal Pendidikan MI/SD, 1(1), 69–78. https://doi.org/10.35878/guru.v1i1.263
Ela, A., Ismanto, B., & Iriani, A. (2023). School-Based Management: Participation in Improving the Quality of Education. Jurnal Imiah Pendidikan Dan Pembelajaran, 7(1), 93–102. https://doi.org/10.23887/jipp.v7i1.58286
Fahriah, F., Huda, N., Hermina, D., & Hamrani, H. (2026). Quantitative Evaluation Research and Its Implications for the Development of Islamic Education. AL GHAZALI: Jurnal Pendidikan Dan Pemikiran Islam, 6(1), 98–117. https://doi.org/10.69900/ag.v6i1.514
Fomba, B. K., Talla, D. N. D. F., & Ningaye, P. (2023). Institutional Quality and Education Quality in Developing Countries: Effects and Transmission Channels. Journal of the Knowledge Economy, 14(1), 86–115. https://doi.org/10.1007/s13132-021-00869-9
Hafizi, Iim Wasliman, Hanafiah, & Faiz Karim Fatkhullah. (2022). Management of Teacher Competency Development and Training in Improving Learning Quality. Journal of Education Research and Evaluation, 6(3), 520–528. https://doi.org/10.23887/jere.v6i3.52673
Irnidayanti, Y., & Fadhilah, N. (2023). Teaching Quality in Indonesia: What Needs to Be Improved? In Effective Teaching Around the World (pp. 225–244). Springer International Publishing. https://doi.org/10.1007/978-3-031-31678-4_10
Karoso, S., Handayaningrum, W., Handayani, E. W., & Yanuarti, S. (2024). The Role of Human Resource Management Strategy in Creating Superior Quality Educators. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(3), 596–615. https://doi.org/10.31538/ndhq.v9i3.7
Kawuryan, S. P., Sayuti, S. A., Aman, A., & Dwiningrum, S. I. A. (2021). Teachers Quality and Educational Equality Achievements in Indonesia. International Journal of Instruction, 14(2), 811–830. https://doi.org/10.29333/iji.2021.14245a
Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality. Sustainability, 13(21), 12142. https://doi.org/10.3390/su132112142
Marce, S., Ahmad, S., & Eddy, S. (2020). Manajemen Kepemimpinan Kepala Sekolah Sebagai Administrator Dalam Peningkatan Kompetensi Guru. DAWUH : Islamic Communication Journal, 1(3 SE-Articles), 76–81. https://siducat.org/index.php/dawuh/article/view/138
Puspita, D. G., & Andriani, D. E. (2021). Upaya Peningkatan Mutu Pendidikan Di Sekolah Menengah Pertama Dan Permasalahannya. Jurnal Pendidikan Dan Kebudayaan, 6(1), 21–37. https://doi.org/10.24832/jpnk.v6i1.1734
Rusdiana, A., Imaduddin, A., Chairunnisak, S., Darojah, Z., & Mardiyah, M. (2025). Integrasi Perencanaan Supervisi Dan Rubrik Penilaian Instrumen Dalam Meningkatkan Kualitas Pendidikan. Al-Irsyad: Journal of Education Science, 5(1), 190–214. https://doi.org/10.58917/aijes.v5i1.480
Sholeh, M. (2021). Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences. Al-Ta Lim Journal, 28(2), 167–179. https://doi.org/10.15548/jt.v28i2.708
Valli, L., & Buese, D. (2007). The Changing Roles of Teachers in an Era of High-Stakes Accountability. American Educational Research Journal, 44(3), 519–558. https://doi.org/10.3102/0002831207306859
Wijaya, C., Ginting, L. R., Iswanto, J., Nadia, M., & Rahman, A. A. (2023). Improving the Quality of Education by Developing the Social Competency of Teachers. AL-ISHLAH: Jurnal Pendidikan, 15(3). https://doi.org/10.35445/alishlah.v15i3.1564
Zaqiah, Q. Y., Hasanah, A., Heryati, Y., & Rohmatulloh, R. (2024). The Impact of In-Service Teacher Education Program on Competency Improvement Among Islamic Religious Education Teachers Using Self-Assessment. Education Sciences, 14(11), 1257. https://doi.org/10.3390/educsci14111257
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rizky Maulana Rangkuti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
