Sebagai lembaga pendidikan dasar Islam yang memfokuskan pada pembentukan karakter Islami, SD Islam dituntut untuk memiliki sebuah kerangka dalam pemberdayaan guru. Realiasasi tujuan pendidikan di SD Islam ini membutuhkan sebuah filsafat manajemen yang terpadu dalam meningkatkan mutu khususnya dalam menjadikan aspek keagamaan terinternalisasi ke dalam semua sisi pengelolaan lembaga. Berdasarkan latar belakang ini penelitian ini mengajukan permasalahan berikut: pertama, bagaimana strategi SDIT Ulul Albab, SDIT Gondang dan SD Muhammadiyah Paesan dalam membangun dimensi-dimensi pemberdayaan guru, kedua, bagaimana strategi SDIT Ulul Albab, SDIT Gondang dan SD Muhammadiyah Paesan dalam menjadikan manajemen mutu basis pemberdayaan guru, ketiga, bagaimana pola strategi pemberdayaan guru berbasis manajemen mutu di SD Islam. Penelitian ini termasuk jenis penelitian lapangan (field research). Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian multiple case study. Sumber data penelitian berupa person, place, dan paper. Teknik pengumpulan datanya menggunakan wawancara, observasi, dan dokumentasi. Sedangkan teknik analisis datanya menggunakan data reduction, data display, dan conclusion drawing/verification.
Hasil penelitian menunjukkan bahwa pertama, strategi SDIT Ulul Albab, SDIT Gondang dan SD Muhammadiyah Paesan dalam membangun dimensi-dimensi pemberdayaan guru meliputi: a. pada dimensi competence dan meaning mengadakan pelatihan rutin saat RAKER, pembinaan keagamaan, dan pemantapan kompetensi dalam team-teaching, b. pada dimensi impact melibatkan guru dalam penentuan fokus pelatihan, evaluasi kurikulum, perumusan kegiatan, pembentukan sikap keagamaan siswa, dan dalam kegiatan ektrakurikuler, dan c. pada dimensi autonmy memaksimalkan peran guru dalam team-teaching, dan melibatkan guru dalam pengembangan kurikulum dan kegiatan ektrakurikuler. Kedua, Strategi SDIT Ulul Albab, SDIT Gondang dan SD Muhammadiyah Paesan dalam menjadikan manajemen mutu basis pemberdayaan guru dilakukan dengan menerapkan a. Quality Planning melalui penetapan standar kompetensi guru dan perumusan proses mutu guru dengan menggunakan dokumen standar mutu sekolah dan Rencana Kerja Sekolah, b. Quality Control dengan melakukan pengecekan mutu melalui supervisi, uji kompetensi guru, forum guru, pengawasan dan survei kepuasan, dan c. Quality Improvement dengan meningkatkan kompetensi guru melalui pelatihan dan team-teaching, mengadakan pembinaan keagamaan, dan menerapkan best practices yang berhasil dilakukan oleh sekolah lain. Ketiga, pola strategi pemberdayaan guru berbasis manajemen mutu di SD Islam dapat dirumuskan sebagai berikut: a. Melembagakan Manajemen Mutu dengan: Menyusun standar mutu guru sesuai dengan standar mutu lulusan (Quality Planning), Mensinergikan standar mutu dengan program peningkatan mutu (Quality Planning & Quality Improvement), dan Mensinergikan Quality Control dengan Quality Improvement, b. Melembagakan Program Penguatan Dimensi Pemberdayaan Guru melalui: Melembagakan pembinaan keagamaan dan profesi, Melembagakan teacher involvement and recognition, Melembagakan Pelatihan, Memperkuat fungsi supervisi dan Membangun teamwork.

ABSTRACT:
Acting as Islamic primary educatin institution focusing on building Islamic character, Islamic primary schools are obliged to practice a framework of teacher empowerment. Realization of Islamic education objectives in Islamic primary schools requires a management philosophy with quality improvement focus especially in interlizing religious aspect in all components of institution management. Based on this background, this research proposes the following problems, first, how is the strategy of SDIT Ulul Albab, SDIT Gondang and SD Muhammadiyah Paesan in building dimensions of teacher empowerment, second, how is the strategy of SDIT Ulul Albab, SDIT Gondang and SD Muhammadiyah Paesan in building its teacher empowerment programs on quality management, and third, how is the pattern of strategy of quality management-based teacher empowerment in Islamic primary schools. This is a field reasearch that uses multiple case study as its approach. Data sources of person, place and paper are collected by using interviews, observation and documents. Data analysis is performed by data reduction, data display and conclusin drawing or verification.
Research findings shows that, first, the strategy of SDIT Ulul Albab, SDIT Gondang and SD Muhammadiyah Paesan in building dimensions of teacher empowerment comprises: a. in competence and meaning dimensions, these schools hold regular trainings, religious developmental program, improvement of competencies via team-teaching, b. in impact dimension, they involve teachers in determining training theme, evaluating curriculum, developing programs, building students’ Islamic character, and in extracurricular activities., and c. in autonomy dimension they optimalize teachers’ role in team-teching, and involve them in curriculum development and curricular activities. Second, the strategy of SDIT Ulul Albab, SDIT Gondang and SD Muhammadiyah Paesan in building their teacher empowerment program on quality management consists of: a. Quality Planning through establishing teacher competence standard and developing teacher quality process by using institution quality standard documents and school work-plan, b. Quality Control through checking quality implementation by supervision, assessment of teacher competencies, teachers forum, monitoring and survey of customer satisfaction, and c. Quality Improvement through trainings and team teaching to improvine teacher competencies, holding religious development program, and implementing best practices of high-performing schools. Third, pattern of strategy of quality management-based teaacher empowerment in Islamic primary schools is as follow: a. institutionalizing quality management through quality planning, synergizing quality planning and quality improvement, and synergizing quality control and quality quality improvement, b. institutionalizing program of strengthening teacher empowerment dimensions through institutionalization of religious development program, teacher involveement and recognition, training, and strengthening supervision and teamwork.