Tanfīdz Idārati al-Jaudat (Quality Management System) fi Ta’līm al-Lughah al-‘Arabiyyah fī al- Madrasah al-Tsānawiyyah an-Namudzajiyyah al- Hukumiyyah bi Padang Sumatera al-Gharbiyyah

Abstract

This research aims to demonstrate quality management in Arabic education by investigating the planning, organization, implementation, monitoring, and evaluation processes at MTsN Model Padang. The study employed a qualitative research design, with data collected through observation, interviews, and documentary reviews. Data analysis was conducted using the Miles and Huberman model, which operates through the three concurrent flows of data reduction, data display, and conclusion drawing/deduction. The results of the research indicate that planning focuses heavily on the teacher’s preparatory activities prior to instruction, while organization centers on the systematic division of duties and pedagogical steps in teaching the Arabic language. Implementation is built around the four core language skills: listening, speaking, reading, and writing. Furthermore, the instructional success cycle is influenced by the students' understanding of the material, their motivation, the chosen teaching approaches, and the instructional methods applied. Evaluation is carried out through both testing and non-testing instruments. Testing relies on oral and written examinations, whereas non-testing evaluation is based on portfolios and peer evaluations. To upgrade educational quality, teachers utilize strategies such as understanding the students' personal and cultural backgrounds, providing intensive Arabic instruction in the classroom, and diversifying teaching methodologies. Finally, the study identifies several shifting dynamics affecting quality management. Supportive factors include appropriate educational means and a high level of urgency and interest among the pupils to learn Arabic. Conversely, the primary challenges to implementing quality management are the diverse educational backgrounds and prior language experiences of the pupils, alongside the lack of a supportive linguistic environment within the school.