Strategic Education Management for Sustainable Competitive Advantage through Tahfidz Programs in General Secondary Schools

Two Arofatur Rozaidi

Authors

Two Arofatur Rozaidi Universitas Islam Negeri Sunan Ampel Surabaya

Keywords:

Strategic Management, Tahfidz Program, Islamic Education, Quality Control, Public Trust

Abstract

This study investigates the strategic education management framework in developing a Tahfidz (Quran memorization) program at SMP Muhammadiyah 13, Panceng, Gresik. To maintain institutional relevance, quality, and sustainability in a rapidly changing educational landscape, a cohesive strategic cycle is paramount for Islamic educational institutions. Utilizing a qualitative case study design, data were collected through document analysis, field observations, and in-depth interviews with primary stakeholders, including school management, foundation chairs, coordinators, instructors, parents, and students. The findings reveal a robust, circular strategic alignment operating across three core phases. First, strategic planning is driven by a participatory-collaborative formulation that integrates core Islamic values and child developmental psychology directly into the school's master strategic blueprint. Second, strategic implementation successfully translates these goals into operational practice by optimizing resource allocation, dedicating early morning golden moments for peak cognitive focus, employing certified (syahadah) instructors, and fostering an empathetic, humanistic classroom climate that preserves student well-being. Third, strategic evaluation serves as a holistic-authentic quality control mechanism that meticulously assesses both cognitive memorization progress and affective spiritual character development, thereby establishing a closed-loop feedback mechanism for continuous institutional improvement. Ultimately, this study contributes a novel architectural model demonstrating how non-boarding general schools can cultivate a sustainable competitive advantage and bolster public trust without compromising national academic standards.

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