The increasing demand for accountable, transparent, and high-quality public services has challenged Islamic educational institutions to strengthen their governance systems beyond conventional administrative performance. As public organizations, madrasahs are expected not only to achieve organizational effectiveness but also to integrate Islamic ethical and spiritual values into their governance practices. However, existing performance management models are predominantly rooted in Western administrative perspectives and have not systematically incorporated Islamic values into organizational performance governance. This article aims to develop an Islamic Performance Governance (IPG) model as a conceptual framework for improving the quality of public services in madrasahs. Employing a conceptual and literature-based approach, the study synthesizes theories of Performance Management, Public Service Quality, Good Governance, and Islamic Management. The proposed model reconstructs Michael Armstrong's performance management cycle by integrating six Islamic governance dimensions: Niyyah-Based Planning, Amanah-Based Commitment, Itqan-Oriented Performance, Muraqabah-Based Monitoring, Muhasabah-Based Evaluation, and Islah and Continuous Improvement. The model further combines these dimensions with governance principles, including accountability, transparency, participation, responsiveness, and effectiveness, to establish an integrated governance framework. The novelty of this study lies in reconstructing conventional Performance Governance into Islamic Performance Governance, where organizational performance is viewed as the integration of managerial effectiveness, public accountability, and spiritual responsibility. The proposed framework is expected to enrich the emerging field of Islamic Public Administration while providing a practical governance model for enhancing public service quality, organizational integrity, professionalism, and sustainable institutional performance in madrasahs. Future empirical research is recommended to validate the proposed model across Islamic educational institutions using quantitative or mixed-method approaches.
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