Power Five-P (Profile, Performance, Service, Achievement, and Participation) as a School Quality Management Model: A Case Study at Senior High School 4 of Bima City

Salahuddin Salahuddin; Dede Abdurrokhman; Hafidah Nur Aini; Nina Nuraeni; Indah Aminatuz Zuhriyah

doi:10.58421/gehu.v5i4.1311

DOI:

https://doi.org/10.58421/gehu.v5i4.1311

Authors

Salahuddin Salahuddin Universitas Singaperbangsa Karawang https://orcid.org/0009-0000-7882-6927
Dede Abdurrokhman Universitas Singaperbangsa Karawang
Hafidah Nur Aini Universitas Singaperbangsa Karawang
Nina Nuraeni Universitas Singaperbangsa Karawang
Indah Aminatuz Zuhriyah Universitas Islam Negeri Maulana Malik Ibrahim Malang

Keywords:

Educational Quality, Participation, Power Five - P, School Culture, School Quality Management

Abstract

Improving the quality of education requires a management approach that integrates leadership, school culture, service quality, achievement, and stakeholder participation. This study aims to analyze the implementation of the Power Five-P Program to enhance the quality of education at Senior High School 4 in Bima City. The research uses a mixed-methods approach with an embedded design, in which qualitative data serve as the primary source and quantitative data provide support. Data were collected through observation, semi-structured interviews, document analysis, and analysis of school achievement data, involving 36 informants, including the principal, vice principals, teachers, education staff, students, and representatives of parents' and school committees. The results show that the Power Five - P Program serves as an integrated school quality management model through five interrelated dimensions: Profile, Appearance, Service, Achievement, and Participation. Quantitative findings show a 100% graduation rate during the 2017–2024 period, about 85% of graduates accepted into state universities, more than 90% continue to higher education, and an increase in the number of applicants from around 350 students in 2021 to over 500 students in the 2024/2025 academic year. The school climate survey also showed a good category in terms of security (73.47%) and diversity (67.37%). Qualitative findings indicate that strong leadership, data-based management, a collaborative culture, and stakeholder involvement contribute to improving education quality. The novelty of this research lies in the development of the Power Five - P Program as a form of operationalizing Total Quality Management (TQM) principles adapted to local policy and cultural contexts. Theoretically, this research offers an integrated school-quality management model that emphasizes the synergistic relationships among organizational culture, leadership, stakeholder participation, and continuous quality improvement in the educational context.

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