Reconceptualizing Total Quality Management in Islamic Education through Ihsan, Itqan, and Amanah

Safitri Agustina; Subandi Subandi; Ahmad Fauzan; Deden Makbuloh

doi:10.58485/jie.v5i2.677

Authors

Safitri Agustina Universitas Islam Negeri Raden Intan Lampung, Indonesia
Subandi Subandi Universitas Islam Negeri Raden Intan Lampung, Indonesia
Ahmad Fauzan Universitas Islam Negeri Raden Intan Lampung, Indonesia
Deden Makbuloh Universitas Islam Negeri Raden Intan Lampung, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.677

Keywords:

Amanah, ihsan, Islamic educational quality, itqan, total quality management

Abstract

Islamic educational quality is often assessed through accreditation, institutional standards, administrative compliance, and stakeholder satisfaction; however, these indicators do not fully capture the ethical and spiritual foundations of quality culture in Islamic educational institutions. This study aims to construct an integrative conceptual framework connecting the Islamic values of ihsan, itqan, and amanah with the principles of Total Quality Management. An integrative literature review combined with conceptual analysis was employed to synthesize peer-reviewed articles published between 2019 and 2026 in Scopus- and Web of Science-indexed journals and SINTA 1–2 accredited national journals with accessible DOI metadata. The literature was analyzed through thematic coding, conceptual comparison, and synthesis to identify relationships between Islamic values, quality assurance, governance, and quality management principles. The findings indicate that ihsan represents the moral orientation of excellence, sincerity, stakeholder benefit, and continuous improvement; itqan represents operational discipline through accuracy, professionalism, documentation, and evidence-based evaluation; while amanah represents the governance ethic of accountability, transparency, responsibility, and institutional trust. The synthesis resulted in the Ihsan, Itqan, Amanah Total Quality Management model, which integrates moral purpose, process discipline, and accountable governance into Islamic educational quality management. The study concludes that quality should be understood as a measurable, sustainable, ethical, and spiritually meaningful institutional culture rather than merely administrative compliance. The model provides a conceptual basis for strengthening quality assurance and governance in Islamic educational institutions.

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