Integrasi model mutu Philip B. Crosby dan Edward Sallis untuk meningkatkan Pendidikan Agama Islam

Quality management in Islamic education aims to improve the quality of teaching and learning processes, curriculum, and educational services. The implementation of quality management within an educational institution can produce graduates who not only possess strong religious knowledge but also have skills that are relevant to the needs of contemporary society. The purpose of this paper is to explore three main objectives: first, to understand the paradigm of quality control models in Islamic education; second, to examine the quality control models from the perspectives of Philip B. Crosby and Edward Sallis; and third, to analyze the integration of Crosby’s and Sallis’ models in enhancing the quality of Islamic education. This study employs a library research method with a qualitative approach and is analyzed using the Miles and Huberman model. The findings of this research reveal that Philip B. Crosby’s quality development model consists of 14 key elements: management commitment, quality improvement teams, quality measurement, cost of quality evaluation, quality awareness, corrective action, ad hoc committees, supervisor training, zero defect day, goal setting, error cause elimination, reward and recognition, and continuous implementation. In the development of Islamic education quality, Edward Sallis provides a comprehensive framework through several stages: recognition, development, implementation, evaluation, and maintenance. The integration of both models within the context of Islamic education can be implemented through quality-based planning, teacher capacity strengthening, and a holistic evaluation system