Electronic Theses and Dissertation

Peningkatan mutu pendidikan menuntut organisasi pendidikan memiliki sistem manajemen yang mampu menjamin efektivitas penyelenggaraan pendidikan secara berkelanjutan. Salah satu pendekatan yang digunakan adalah Sistem Manajemen Organisasi Pendidikan (SMOP) berdasarkan ISO 21001:2018. Penelitian ini bertujuan menganalisis implementasi SMOP berdasarkan ISO 21001:2018 dalam meningkatkan mutu pendidikan di Al-Fityan School Aceh yang meliputi tahap perencanaan, pelaksanaan, monitoring dan evaluasi, serta tindak lanjut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas Wakil Direktur II Bidang Akademik, kepala sekolah, Wakil Sistem Manajemen Organisasi Pendidikan (WSMOP), wakil kepala sekolah, guru, tenaga kependidikan, peserta didik, dan orang tua. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña. Keabsahan data dilakukan melalui triangulasi sumber, triangulasi teknik, member checking, dan peningkatan ketekunan pengamatan. Hasil penelitian menunjukkan bahwa implementasi SMOP berdasarkan ISO 21001:2018 di Al-Fityan School Aceh telah dilaksanakan secara sistematis melalui siklus Plan–Do–Check–Act (PDCA). Perencanaan dilaksanakan melalui analisis konteks organisasi, penetapan sasaran mutu, pengelolaan risiko, dan penyusunan program kerja. Pelaksanaan didukung oleh penerapan SOP, pengendalian informasi terdokumentasi, layanan pembelajaran, layanan administrasi, dan budaya mutu. Monitoring dan evaluasi dilakukan melalui supervisi akademik, audit internal dan eksternal, survei kepuasan pemangku kepentingan, serta Rapat Tinjauan Manajemen (RTM), sedangkan tindak lanjut diwujudkan melalui tindakan korektif, tindakan pencegahan, penyempurnaan sistem, dan continual improvement. Temuan penelitian menunjukkan bahwa keterpaduan implementasi seluruh tahapan PDCA memperkuat budaya mutu, pengambilan keputusan berbasis data, dan peningkatan mutu pendidikan secara berkelanjutan. Penelitian ini menyimpulkan bahwa implementasi SMOP berdasarkan ISO 21001:2018 mampu mendukung peningkatan mutu pendidikan apabila seluruh tahapan Plan–Do–Check–Act (PDCA) diterapkan secara konsisten sebagai satu sistem manajemen organisasi pendidikan yang terintegrasi dan berkelanjutan.

Kata kunci: SMOP, ISO 21001:2018, PDCA, Mutu Pendidikan, Audit Eksternal.

Improving educational quality requires educational organizations to establish management systems that ensure the effectiveness and sustainability of educational services. One such approach is the implementation of the Educational Organization Management System (EOMS) based on ISO 21001:2018. This study aimed to analyze the implementation of the EOMS based on ISO 21001:2018 to enhance educational quality at Al-Fityan School Aceh, focusing on the planning, implementation, monitoring and evaluation, and follow-up stages. This study employed a qualitative approach using a descriptive research design. The research participants included the Vice Director II for Academic Affairs, school principals, the Educational Organization Management System Representative (EOMS Representative), vice principals, teachers, educational staff, students, and parents. Data were collected through interviews, observations, and document analysis and were subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña. Data trustworthiness was ensured through source triangulation, methodological triangulation, member checking, and prolonged engagement. The findings indicate that the implementation of the EOMS based on ISO 21001:2018 at Al-Fityan School Aceh has been carried out systematically through the Plan–Do–Check–Act (PDCA) cycle. The planning stage involved organizational context analysis, the establishment of quality objectives, risk management, and the development of work programs. The implementation stage was supported by the application of Standard Operating Procedures (SOPs), documented information control, learning and administrative services, and the cultivation of a quality culture. Monitoring and evaluation were conducted through academic supervision, internal and external audits, stakeholder satisfaction surveys, and Management Review Meetings (MRMs). Follow-up actions were implemented through corrective actions, preventive actions, system refinement, and continual improvement. The findings further demonstrate that the integrated implementation of all PDCA stages strengthens the quality culture, promotes data-driven decision-making, and contributes to the continuous improvement of educational quality. This study concludes that implementing the EOMS based on ISO 21001:2018 effectively supports educational quality enhancement when all stages of the Plan–Do–Check–Act (PDCA) cycle are consistently applied as an integrated and sustainable educational organization management system. Keywords: EOMS, ISO 21001:2018, Plan–Do–Check–Act (PDCA), educational quality, external audit.