The Role of the Aceh Dayah Accreditation Agency (BADA) in Assuring the Quality of Islamic Boarding School-Based Education

Abstract

This study examines in depth the strategic role of the Aceh Dayah Accreditation Agency (BADA) in the Islamic boarding school-based education quality assurance system in Aceh Province. This study focuses on a comprehensive analysis of the mechanisms and impacts of the implementation of the Dayah Education Accreditation Instrument (IAPD) developed by BADA as a tool for evaluating the quality of Islamic boarding school education. The study uses a qualitative approach with a case study design, combining three main data collection techniques: document analysis of all BADA accreditation regulations and instruments, semi-structured interviews with 15 key informants (including BADA officials, Islamic boarding school leaders, and education practitioners), and participant observation in five accredited Islamic boarding schools in various districts in Aceh. The research findings reveal that BADA plays a multidimensional role as: (1) a formulator of unique quality standards, integrating Islamic values, Acehnese cultural characteristics, and national education standards; (2) an evaluator institution that develops a holistic assessment system encompassing eight education standards; and (3) a development partner that actively provides post-accreditation assistance. The implementation of the IAPD has had a significant impact on improving the quality of dayah education management, particularly in terms of institutional governance, learning quality, and infrastructure development. However, the study also identified several complex challenges, including cultural resistance from traditional dayah, disparities in capacity between dayah, and the limited resources of BADA in reaching all the geographically dispersed dayah in Aceh. Based on these findings, the study recommends: (1) strengthening BADA's institutional capacity through increased budget and human resources; (2) developing a differential approach to accreditation that takes into account the typology of dayah; and (3) optimizing collaboration with local governments and community organizations. This study provides theoretical contributions to the development of a contextual model for quality assurance in Islamic education, as well as practical implications for policymakers in the Islamic education sector in Indonesia.