SCHOOL-BASED MANAGEMENT FOR ISLAMIC SCHOOLS: EXPLORING THE ROLE OF E-RKAM IN PLANNING AND PERFORMANCE EVALUATION

Abstract

This study aims to analyze how planning and evaluation within the implementation of School-Based Management (SBM) contribute to improving the performance of Madrasah Tsanawiyah (Islamic junior secondary schools). The research focuses on the integration between participatory planning and continuous evaluation as foundational pillars in strengthening institutional management in Islamic education. A qualitative approach with a case study method was employed, involving two schools in Bandung Regency: MTs Mekar Jaya Bandung and MTsS Amal Sholeh Sukamaju. Data were collected through in-depth interviews, participant observation, and document analysis, and were processed using thematic analysis techniques. The findings reveal that planning based on the Madrasah Self-Evaluation (EDM), supported by the use of the digital budgeting system e-RKAM and inclusive stakeholder involvement, provides strategic direction for school management. Systematic evaluations enable schools to revise their action plans based on actual achievements and contextual challenges. Public madrasahs demonstrated higher effectiveness in implementing SBM, particularly in leveraging technology and conducting structured evaluations. The study concludes that the synergy between planning and evaluation within SBM is a key factor in driving sustainable performance improvement in madrasahs, particularly when aligned with local needs. The findings suggest the importance of enhancing contextual managerial capacity and formulating adaptive policies to support diverse madrasah conditions.