Implementation of Islamic Education Management System for the Tahfizh Al-Qur’an House in Tangerang

The development of the Taẖfîzh al-Qur’an House (RTQ) has been quite significant in Indonesia in the last decade. Many of them became embryos for al-Qur’an boarding schools. However, not all RTQs can develop, not even a few are then “out of business†. It is assumed that one of the driving and inhibiting factors in this dynamic is the education management (Islamic) factor applied by each RTQ. Therefore, this study attempts to conduct an in-depth study of the objective conditions of the implementation of the Islamic Education Management System (MPI) implemented by the three RTQs in Tangerang and the theoretical constructs offered for its development. This research revolves around the following issues: 1) The objective conditions of MPI implementation from the three selected RTQs, 2) Fulfillment of the SNP of the three RTQs, 3) The driving and inhibiting factors of MPI implementation, 4) the advantages and limitations of the MPI implementation, and 5) The theoretical offer of MPI development on the three RTQs. To analyze this problem, the researcher uses the theory of “Islamic Education Management†and the theory of “Management of Quality Control and Assurance†of Islamic education. This study is a qualitative research approach to cross -sectional survey design, that’s Tudy at one point through cross-secational data in short time. The results of this study conclude several things. First, the three RTQs implement a simple MPI, which is based on figures, not yet on the system. The simpler the management is, the slower (difficult) for the three RTQs to develop their programs and institutions. The indicators are changed planning, minimal organization of human resources, limited movement, and limited evaluation. Consequently, program and institutional developments are static and slow. Second, if measured by the National Education Standards formulated by the BSNP, the Islamic education management implemented by the three RTQs has fulfilled all the elements of the SNP, but on a small (micro) scale. Third, each RTQ has factors that encourage and hinder the implementation of its MPI. The driving factor for RTQ-MH and RT-KD Daqu is the founder’s popularity which allows full-trust to the institution, while the obstacle is relying on the founder’s charisma which will be an obstacle in the future. Whereas in RTQ-BU, the advantages are the solidity of the management and militancy of supporters, while the weakness is ideological exclusivity. Fourth, each RTQ also has its advantages and limitations in the implementation of its MPI. The advantages are in the passion of the managers, while the limitations are in human resources and infrastructure. Fifth, the various advantages and driving factors of the three RTQs can be maintained, while a number of potential weaknesses and limitations, especially in terms of post-Taẖfîzh quality can be adopted from the post-tafizh character strengthening program developed by the Bayt al-Qur’an Islamic boarding school. The more open and standardized the management is, the more opportunities for program and institutional development, as well as being able to maintain the quality of its outputs and outcomes.