Islamic Religious Education (PAI) Quality Assurance System Training Assistance for Teachers and Education Personnel at MTs Al-Islamiyah Kotabumi, Lampung

Roni Susanto; Winarko; Cholid Mawardi; Edi Mulyono; Mutho’i

doi:10.37680/amalee.v7i2.9399

Authors

Roni Susanto Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung
Winarko Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung
Cholid Mawardi Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung
Edi Mulyono Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung
Mutho’i Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung

DOI:

https://doi.org/10.37680/amalee.v7i2.9399

Keywords:

educational staff, islamic religious education, madrasah, quality assurance, teacher training

Abstract

The implementation of Islamic Religious Education (PAI) quality assurance in madrasahs faces challenges, particularly in integrating measurable quality standards into teaching practices and educational administration. Preliminary observations at MTs Al-Islamiyah Kotabumi, Lampung, indicated that teachers and educational staff perceived quality assurance primarily as administrative compliance rather than a continuous improvement process. This community service program aimed to enhance participants’ understanding, practical skills, and institutional readiness to implement a systematic and sustainable PAI quality assurance system. Conducted from January to February 2026, the program involved teachers and educational staff through participatory training and mentoring. Activities comprised three stages: preparation, implementation, and evaluation, incorporating interactive training, technical workshops, group discussions, and practical assistance in developing quality-based learning instruments. Program effectiveness was assessed through participant observations, assignments, document analysis, and reflective discussions. The findings demonstrated an improved understanding of quality assurance principles, an increased ability to formulate measurable learning indicators, and an enhanced competence in developing quality-oriented educational documents. Participants also showed greater awareness of continuous evaluation and shared responsibility for educational quality. The program's contribution lies in integrating conceptual learning with contextualized, practice-based mentoring, offering a practical model for strengthening professional competence and fostering a sustainable quality culture in Islamic educational institutions.

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