An Integrative Quality Model for Islamic Primary Education: Evidence from Muhammadiyah School in Probolinggo

Abstract

The development of Islamic primary education requires a comprehensive quality framework that integrates institutional management, religious values, and pedagogical innovation. This study aims to develop and examine the Integrative Quality Model for Islamic Primary Education (IQMIPE) based on empirical evidence from SD Muhammadiyah Plus Kota Probolinggo, Indonesia. Employing a qualitative case study approach, this research involved 12 participants consisting of school leaders and teachers. Data were collected through semi-structured interviews, observations, and supporting questionnaires conducted from March to October 2025. The data were analysed using thematic analysis supported by NVivo 14 to identify patterns and relationships among the emerging themes. The findings reveal that IQMIPE is constructed through the interaction of three interconnected dimensions: quality culture, Islamic educational values, and innovative learning practices. Quality culture functions as the organisational foundation through collaborative leadership, continuous improvement, and professional development. Islamic educational values provide philosophical direction by integrating character formation, moral development, and religious identity into school practices. Meanwhile, innovative learning practices serve as the pedagogical mechanism through student-centred learning, contextual approaches, technology integration, and creativity development. The study contributes theoretically by proposing an integrative model that positions Islamic educational quality as a multidimensional process involving organisational, philosophical, and pedagogical dimensions. Practically, IQMIPE provides a contextual framework for Islamic primary schools to design sustainable quality improvement strategies while maintaining their religious identity and responding to twenty-first-century educational challenges.