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