Navigating Quality Madrasah: MAN IC, Principle Performance, Teacher Performance, Positive Psychological Capital and Student Achievement Achmad Syahid Lecturer of Faculty of Psychology of UIN Syarif Hidayatullah Jakarta achmad_syahid@uinjkt.ac.id Abstract. This article identifies how the quality of the MAN IC institution, the leadership of the principle of madrasah directs the institutional madrasa as an educational unit, teacher performance to navigate of the teaching and learning process, which includes teacher- student achievement and positive psychological capital student influence on the achievement of MAN IC students' achievements. The measure of the student achievement can be seen from the UN scores and their acceptance at domestic and foreign universities with high competition. This research took place at 25 MAN IC, taking into account that MAN IC is a leading madrasa so that it has high achievements in the UN in majoring of natural sciences, social sciences and their acceptance at well-known domestic and foreign universities. It was a qualitative study with a case study approach. Data collected through and documentary study. The research results show that MAN IC students have very high achievements in the UN and the average students are accepted at the best domestic and foreign universities consistently and sustainably. Keywords: MAN IC, Madrasah Principle, Teacher Performance, Teacher-Student Engagement, Student Achievement. 1 Introduction Reading the educational history of the alumni of the MAN Jember Special Program (MAN- PK) in Santri Kaliwates (Maftuhin, 2020), perhaps what appears from their learning traditions is the “in love of knowledge” as described by Pranoto (2019). Different character of school quality under the Ministry of National Education (MoNE) environment, as recorded in research byPusporini, Triana, Syahid and Kustandi (2020). Historically, the MAN PK was formed by Munawir Syadzali, Minister of Religious Affairs for the Period of 1983-1993, who was named by Effendy, Prasetyo and Subhan (in Azra and Umam, 1998)as the era of “Disbursement of Ideological Tension”. This MAN PK is a program within Islamic educational institutions that are managed as in the pesantren tradition but within the madrasa. This is a new synthesis from Steenbrink (1986) which separates pesantren, schools and madrassas in the modern era. Looking back, since the second half of the 20th century, madrassas experienced modernization and reform along with the country’s mission and mandate towards them(Syahid, 2018). Madrasas then appointed as one type of Islamic religious education institution which is one of the sub-systems of national education(Rahim, 2001). In addition to Islamic religious education is known as Christian religious education, Catholic, Hindu, Buddha and Confucious. Madrasa is one of the formal Islamic educational institutions since the level of primary to secondary education spread throughout Indonesia. According to data EMIS 2018/2019 that the number of Madrasah Aliyah (MA) is 8,807 of the total madrasas are 52,522 institutions, the rest ICCIRS 2019, December 11-14, Manado, Indonesia Copyright © 2020 EAI DOI 10.4108/eai.11-12-2019.2302148