Nur Fadilah (1222010125)
S1 Student Semester 6 Class D Islamic Education Management Major, Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati Bandung
MRSBI is an example of innovative curriculum development, the implementation of modern learning methods, and the provision of educational facilities that support international standards. The main goal of MRSBI is to improve the quality of madrasah education through strengthening the curriculum, improving teacher competence, and providing modern facilities and infrastructure. The implemented curriculum combines national curriculum with international content and the use of digital technology, as well as an introduction to English for certain subjects. However, the Indonesian language and local wisdom values are still maintained as a national identity. Educational facilities at MRSBI are designed to support 21st century learning, including science laboratories, digital libraries, and classrooms equipped with the latest technology. In terms of funding, this program does require a larger budget than regular madrasahs, both from the government and community participation. However, the characteristics of Indonesian culture are still maintained through character education and strengthening Islamic values. With a quality-oriented management model and modern governance, MRSBI is expected to be the driving force of madrasah education transformation in the global era.
First, the Basic Concept of Madrasah RSBI (International School Startup)
Literally, Madrasah RSBI (Rintisan Sekolah Bertaraf Internasional) is an Islamic education unit that first completed eight National Education Standards with graduate competence, content, process, educators-educational personnel, sarpras, management, financing, and assessment then "enriched" with best practices from international educational institutions. International Standard Madrasah is "Madrasah that has met all National Education Standards and enriched by referring to the education standards of one of the member countries of the Organization for Economic Cooperation and Development (OECD) and/or other developed countries that have certain advantages in the field of education so that they have competitiveness in international forums". In principle, International Standard Schools/Madrasahs must be able to provide educational quality assurance with a higher standard than the National Education Standard." Referring to Permendiknas No. 78 Year 2009 mentions; RSBI as SSN (National Standard School) + X, where "X" is a bilingual curriculum (Indonesian English/Arabic), international based assessment (for example Cambridge or IB), and ICT-based governance that is in line with OECD norms." In madrasah, strengthening the Islamic values of akhlaq, fiqh worship, and tilwah remain the core, so that internationalization does not erase religious-cultural identity. Since the MK Decision Number 5/PUU-XI/2012, the RSBI nomenclature has indeed been removed from the regulation; however, many madrasahs (eg. MAN Insan Cendekia) continues the quality improvement model based on global benchmarks, only without the official label "RSBI". Therefore, the concept of Madrasah RSBI is now understood as an integrated quality strategy: balancing SNP, global demands, and local wisdom in order to produce pious, moderate, and competitive graduates in the world labor market. The legal basis of the MBI program is Law No. 20 of 2003 concerning the national education system and PP No. 19 of 2005 about national standards of education. Various perspectives on globalization, as stated by Park, consist of transnational perspectives, competition, political ideology, sharing, diversification, and humanistic. The internationalization of Madrasah RSBI does not mean total westernization. On the other side, there are groups that still see RSBI as having a positive dimension in improving and accelerating the quality of Indonesian education at the regional and international levels. This is as conveyed by Nugroho (2013), that the positive side that has been developed by international standard school startups (RSBI) must continue. "Even though RSB) has 'deceased' with the decision of the Constitutional Court MK, the positive side of RSBI must be continued. Not everything in RSBI is bad," said Nugroho in Semarang,"
Second, The Background of the Importance of Madrasah RSBI (International School Startup)
Philosophically, Madrasah RSBI was born from the realization that education is not just a process of knowledge transfer, but also the formation of a whole human being with intellectual, emotional, and spiritual capabilities. In the view of progressive education philosophy (John Dewey), "education must be contextual, democratic, and based on a deep learning experience. RSBI seeks to realize this through an international curriculum that fosters critical thinking, problem solving, and creativity. In Islamic philosophy, the concept of ta'db (development of manners) and tarbiyah (the process of human growth and development) is the main foundation". As explained by al-Attas (1980), Islamic education must actually produce knowledgeable and moral people, not just scientists. So, "RSBI not only pursues global academic standards, but also maintains spiritual values. This philosophy is relevant to the challenge of globalization that requires students to have an insight into the world without losing their local identity." With this foundation, RSBI Madrasah becomes a harmonizing medium between modernity and spirituality, between progress and local wisdom. Sociologically, the presence of Madrasah RSBI answers the need for Islamic educational institutions that are adaptive to global social dynamics. In Emile Durkheim's perspective, "education is a mechanism for inheriting social norms and values. Madrasah RSBI carries out this function by instilling moderate Islamic values, tolerance, and work ethic in a global context." In the midst of an increasingly complex and plural society, RSBI strengthens social cohesion through a multicultural approach and character education based on religious values. In addition, the existence of RSBI also creates vertical social mobility, where students from underprivileged families have the opportunity to achieve higher social strata through academic paths and competitive excellence. From an anthropological perspective, Madrasah RSBI is a form of cultural adaptation of the Indonesian Muslim community to global challenges. Education in anthropology is understood as an instrument of cultural transmission. and RSBI combines local culture with global values in one harmonious education system. The distinctive, tolerant, and polite Nusantara Islamic cultural identity is preserved in the daily activities of the madrasah, such as tadarus, nasyid, and the habit of congregational prayer. On the other hand, RSBI introduces students to global practices such as English debate, digital technology utilization, and student exchange. This combination creates a cultural hybrid that balances cultural roots and the direction of change. Anthropologist Clifford Geertz called this a "cultural resonance" process, where the local value system remains alive in the context of modernization. Therefore, Madrasah RSBI not only molds an intellectual generation, but also becomes a preservation of Indonesia's rich and dynamic Islamic cultural identity. In the economic context, Madrasah RSBI has a strategic role as a catalyst for the development of superior human resources that support national economic growth. Quality education with international standards increases the employability of graduates, expands global career opportunities, and encourages the birth of young entrepreneurs based on Islamic values. According to the human capital theory, "investment in quality higher education has a direct impact on individual productivity and income, as well as macroeconomic growth. RSBI provides a learning ecosystem that fosters 21st century skills, technology literacy, creativity, and innovation management that are needed by the global job market. In addition, RSBI encourages collaboration with the industrial sector and foreign donor institutions, creating new economic opportunities for teachers, education personnel, and alumni. In underdeveloped areas, the existence of RSBI even becomes the center of microeconomic gravity: enlivening UMKM (stars, tutoring services, transportation) around the madrasah environment. Thus, RSBI is not only an educational institution, but also a local and national economic driving force.
Third, The Standardization Of The Implementation Of Madrasah RSBI (International Standard School Startup)
Curriculum renewal is carried out because the curriculum is something that is dynamic and follows the changes in the social and cultural values of the community according to the flow of science and technology development. That is, curriculum as a tool to achieve educational goals always adapts to the ever-changing development of society. The curriculum must be beneficial for students and help solve their problems and community problems. Madrasah RSBI implements a national curriculum enriched with international standards to produce graduates with global insight. The basic curriculum refers to KMA No. 450 Year 2024 that integrates Islamic values in every subject. To strengthen global competence, some RSBI madrasahs adopt curricula such as Cambridge International or International Baccalaureate, especially in science and mathematics lessons. This encourages madrasahs to develop bilingual and competency-based learning systems in the 21st century. Learning methods used include problem-based learning, project-based learning, and scientific approaches to stimulate critical and creative thinking skills. Learning also utilizes technology through Learning Management System (LMS) or other digital platforms to strengthen students' digital literacy. Evaluation is carried out continuously, both nationally and through international assessments such as Minimum Competency Assessment (AKM) or benchmarks against global standards. The Management of Madrasah Startup International Schools (RSBI) must be oriented towards the principles of good governance (good governance), transparency, accountability, and sustainability. The head of the madrasah acts as an education manager who designs, implements, and evaluates strategic programs to improve the overall quality of the madrasah. Assessments are carried out systematically and continuously with reference to National Education Standards (SNP) and international standards, including assessment of the learning process, educator performance, and student achievement. Internal and external evaluation (self-assessment), such as BAN-S/M accreditation and education quality audit, are an important part of ensuring sustainable quality. The internal quality assurance system (SPMI) must also be implemented to encourage continuous improvement. The main reference for this practice refers to Permendikbud Number 63 of 2009 concerning the Education Quality Assurance System and Permenag RI No. 60 of 2015 concerning the Implementation of Madrasah Education.
Fourth, Management Strategy of Madrasah Start-up International School
The management strategy of Madrasah Startup International Standard School (RSBI) focuses on improving the quality of education and achieving international standards. This involves the implementation of an appropriate curriculum, innovative teaching methods, human resources improvement, facility management, and the development of a school culture that supports learning. Madrasah RSBI needs to develop a national curriculum that is integrated with international standards, such as curriculum from OECD countries that emphasizes 21st century skills. This curriculum includes the strengthening of critical thinking competence, communication, collaboration, and creativity (4C). For example, the integration of the Cambridge International curriculum in science and mathematics subjects has been carried out by several leading madrasahs to increase the global competitiveness of students. The RSBI curriculum also needs to be flexible, adaptive to global change, and based on Islamic values. This implementation must go through validation and monitoring from the Ministry of Religion to remain in accordance with national regulations. Educators in RSBI madrasah must have high pedagogical, professional, social, and personality competencies. In addition to being certified, they need to master the international curriculum and be able to teach in a foreign language. Continuous training, such as the Continuous Professional Development Program (PKB), international curriculum workshops, and comparative studies to foreign schools are important. Teachers are also encouraged to participate in digital learning training to strengthen their mastery of technology. Collaboration between teachers through the learning community is also highly recommended so that there is an exchange of best practices.
This article is excerpted from the International Islamic Education Management Course Teaching Material Module by Prof. Rusdiana, M.M
