Performance Assessment of Madrasah Principals for Strengthening the Quality of Integrated MA Tunas Cendekia, Cirebon Regency

Abstract

The transformation of Islamic education quality requires school principals to act not only as administrators but also as transformative and reflective learning leaders. This study aims to analyze the implementation of the Principal Performance Assessment (PKKM) as an instrument for strengthening quality at MA Terpadu Tunas Cendekia, Cirebon Regency. The study employed a qualitative descriptive approach through observation, interviews, and documentation, with thematic analysis and source triangulation techniques. The findings reveal that the implementation of PKKM functions beyond administrative evaluation; it serves as a reflective mechanism for quality improvement, aligned with the principles of Total Quality Management (TQM) and the Plan–Do–Check–Action (PDCA) cycle. The principal demonstrated transformational and instructional leadership styles, fostering a participatory culture and utilizing PKKM results to design data-driven Follow-Up Plans (RTL). Spiritual values such as amanah (trustworthiness), itqan (excellence), syura (consultation), and ihsan (doing good) form the ethical foundation for accountability and the cultivation of a quality culture within the school. Furthermore, the SWOT analysis indicates that the principal adopts adaptive strategies by converting weaknesses into strengths and threats into opportunities through program innovation and digital collaboration. The study concludes that the success of quality enhancement in madrasahs depends on the synergy between Islamic leadership, sustainable quality management systems, and institutional reflection. The MA Terpadu Tunas Cendekia model provides an empirical reference for developing PKKM as a key instrument in advancing the quality of Islamic education in Indonesia.