INSTITUTIONAL MANAGEMENT EXCELLENCE AND QUALITY ASSURANCE SYSTEMS IN CONTEMPORARY QURANIC EDUCATION: A COMPREHENSIVE ANALYSIS OF UMMI METHOD IMPLEMENTATION EFFECTIVENESS ACROSS INDONESIAN EDUCATIONAL INSTITUTIONS

Abstract

Islamic education faces challenges in maintaining traditional values while adapting to contemporary pedagogical demands, prompting this study to analyze the institutional management excellence and quality assurance systems of Ummi Method implementation in Quranic education across Indonesian educational institutions and identify factors determining educational success. This research addresses a critical gap in existing literature which has predominantly focused on pedagogical techniques rather than comprehensive institutional management frameworks and quality assurance systems that ensure sustainable implementation and continuous improvement. Using a quantitative approach with comprehensive case studies, standardized five-point Likert scale assessment criteria, institutional management evaluation framework, statistical correlation analysis, and comparative institutional management analysis across 127 educational institutions involving 18,000 learners and 1,300 instructional staff, the research revealed an overall institutional management effectiveness score of 3.40 indicating fair-to-good performance. Institutional Management Systems and Quality Assurance Mechanisms achieved highest effectiveness (3.89), while Evaluation and Continuous Development showed lowest performance (2.94), with strong positive correlation between institutional management excellence and learning outcomes (r = 0.67, p < 0.001) and teacher certification rates averaging 73.8% with significant variation between institution types. This study represents the first comprehensive quantitative analysis of institutional management systems and quality assurance mechanisms in Ummi Method effectiveness across diverse Indonesian institutions, validates integration of traditional Islamic education with contemporary pedagogical principles, and contributes to institutional effectiveness theory in religious education contexts, with applications in Islamic educational policy development, institutional quality assurance systems, teacher training programs, educational management frameworks, and religious education curriculum design. The findings demonstrate that institutional administrative systems, educator competency, and quality assurance mechanisms determine Islamic educational effectiveness, supporting adaptive evolution of traditional Islamic education while maintaining fundamental values through systematic implementation approaches.