Web-Based Madrasah Digital Report Card Management and Learning Outcome Quality: A PDCA-Based Comparative Study of Two Indonesian Islamic Primary Schools

Abstract

The web-based Madrasah Digital Report Card (RDM) is now used by more than fifty-five thousand madrasahs across Indonesia, yet the quality of its governance varies between institutions and has largely been judged in narrative terms. This study measures the effectiveness of web-based RDM management through the Plan-Do-Check-Act (PDCA) cycle, compares it across two Islamic primary schools, and tests its association with the quality of student learning outcomes. A quantitative, non-experimental, comparative-associational design was employed with teachers as the unit of analysis. The entire population of 22 teachers at MI Islamiyah Kedungbondo and MI Darunnajah Kemamang in Balen District, Bojonegoro Regency, was taken as the sample through total sampling. Data were collected using four-point Likert questionnaires comprising 16 items for RDM management effectiveness and 25 items for learning outcome quality (24 retained after item analysis), supplemented by Grade V report card records and an observation sheet. Cronbach’s alpha reached .948 and .964. Because most distributions departed from normality, group differences were tested using the Mann-Whitney U test with tie correction, exact significance, and Bonferroni adjustment, while association was tested using Spearman correlation. RDM management effectiveness fell within the highly effective category at both madrasahs (88.41% and 95.16%), with Act emerging as the weakest stage at both sites. The between-school difference was not statistically supported (exact p = .381, rank-biserial r = .242). A moderate, positive, and statistically significant association was observed between the two variables (rho = .462, p = .031), with 21.34% shared variance. These findings are associational, confined to the two madrasahs studied, and are not interpreted causally