An Integrative Conceptual Model for Addressing Quality Management and Accreditation Issues in Islamic Educational Institutions

Abstract

Islamic educational institutions in Indonesia, ranging from primary schools to higher education institutions, continue to face significant challenges in quality management and accreditation. Policy fragmentation between the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) and the Ministry of Religious Affairs (Kemenag), inadequate implementation of the Internal Quality Assurance System (Sistem Penjaminan Mutu Internal SPMI), a predominantly reactive quality culture, and the limited adoption of digital technologies have contributed to organizational inefficiencies and structural dysfunctions. This study aims to develop an integrative conceptual model to unify quality assurance and accreditation systems within Islamic educational institutions in a more coherent, efficient, and sustainable manner. This study employed a literature review design using a qualitative content analysis approach. Data were collected from regulatory documents, peer reviewed journal articles, institutional reports, and scholarly publications related to educational quality assurance and accreditation. The data were analyzed thematically through four stages: topic identification, issue categorization, theoretical interpretation, and conceptual model synthesis. The findings reveal three major challenges affecting the quality assurance system in Islamic education: (1) the weak implementation of the Internal Quality Assurance System (SPMI); (2) the predominance of compliance oriented accreditation practices that emphasize administrative formalities rather than continuous quality improvement; and (3) disparities in digital infrastructure and technological capacity across educational institutions. To address these issues, this study proposes the Conceptual Quality–Accreditation Integration Model (MIMA), which is built upon four strategic pillars: regulatory harmonization, integration of the Plan–Do–Check–Act (PDCA) quality management cycle, AI driven quality digitalization, and multi stakeholder collaboration. The proposed model is expected to improve administrative efficiency, reduce accreditation costs, strengthen institutional quality culture, and increase stakeholder participation in sustainable quality assurance practices. Accordingly, this study recommends harmonizing quality assurance policies across relevant ministries, allocating School Operational Assistance (BOS) funds to strengthen institutional quality capacity, and establishing Provincial Quality Innovation Centers to facilitate the implementation of integrated quality management in Islamic educational institutions. The proposed model provides a conceptual framework for developing a more integrated, adaptive, and sustainable quality governance system capable of responding to the challenges of digital transformation in Islamic education.