The RMBI Model - Pilot International Standard Madrasah

By Karmila

(S1 Student of Islamic Education Management, Class VI C, UIN Sunan Gunung Djati Bandung)

In the era of globalization, Islamic education is expected to compete internationally without losing its local identity and Islamic values. The RMBI (Rintisan Madrasah Bertaraf Internasional -- Pilot International-Standard Madrasah) model emerges as a strategic solution to address this challenge. Through an integrated curriculum approach, strengthened teacher competencies, and globally standardized facilities, this model aims to produce excellent, moderate, and adaptive Muslim generations. This article briefly discusses four main aspects of the concept and implementation of the RMBI model as a vision for the future of quality, globally competitive Islamic education.

First: The Basic Concept of RMBI Madrasah; RMBI is an Islamic education model that meets the National Education Standards (SNP) while being enriched with international standards such as the Cambridge or IB curriculum. Its key features include a bilingual approach, the use of information and communication technology (ICT), and a strong foundation in Islamic values and local culture. Although the legal nomenclature of RSBI (International-Standard School Pilot Project) has been officially discontinued, the quality and innovation practices continue in top-tier madrasahs such as MAN Insan Cendekia. RMBI is not about Westernization but rather a strategy of "glocalization"---combining global excellence with the rooted identity of Islam Nusantara.

Second: The Rationale Behind RMBI Madrasahs; Philosophically, RMBI is born from the belief that education must shape holistic individuals---critical thinkers who are religious and creative. In Islamic theology, seeking knowledge is a form of worship, and RMBI represents a collective effort to produce ethical and knowledgeable Muslim scholars. From sociological and anthropological perspectives, this model responds to the challenges of pluralism and globalization while upholding local values and religious moderation. Economically, RMBI serves as an investment in high-quality human resources, strengthening national competitiveness and creating entrepreneurship opportunities grounded in Islamic principles.

Third: Standardization in the Implementation of RMBI Madrasahs; To ensure internationally benchmarked education quality, RMBI implements high standards across curriculum design, teacher qualifications, student selection, facilities, and financial management. The curriculum is integrative---blending Islamic values with global content, supported by project-based and digital learning. Teachers must be certified, capable of bilingual instruction, and involved in continuous professional development. Students are selected through a rigorous process and nurtured to become globally minded yet religious individuals. Facilities such as science labs, digital libraries, and smart boards are basic necessities. Financial management uses a transparent, digital system. Quality assurance is conducted both internally and externally, guided by the principles of Total Quality Management (TQM).

Fourth: Management Strategies for RMBI Madrasahs; stresses learner empowerment via bottom-up approaches, madrasah management under the Ministry of Religious Affairs, equality with public schools, mandatory religious education at all levels, curriculum development, school empowerment, and decentralized, professional education systems.

Global education reform emphasizes adaptation, inclusion, social values, and inequality challenges. Indonesia's national education reform focuses on innovation, effectiveness, solutions, Law No. 20/2003, quality, and equity. Islamic education reform centers on empowerment, madrasah equality, Law No. 20/2003, curriculum, and decentralization. International school development policies focus on madrasah equality, Law No. 20/2003, curriculum, empowerment, decentralization, and professionalism.

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This article is adapted from the Teaching Material of the International Education Management Course, Part 14: The RMBI Model -- Pilot International-Standard Madrasah, Lecturer: Prof. Dr. H. A. Rusdiana, M.M.

Karmila was born in Bandung on September 21, 2003, the eldest child of Mr. Hendar Suhendar and Mrs. Ai Karwati. Residential address Babakan Village RT05 / RW01 Cibiru District, Pasir Biru Village, Bandung City, West Java Province, Indonesia 40615. Mobile phone number: 0895373608829 Email: rkarmila8@gmail.com

Education: Elementary School / SDN Cibiru 4 graduated in 2016, Junior High School / SMPN 46 Bandung graduated in 2019, Senior High School /MAN 1 Cileunyi graduated in 2022 and is now studying at the State Islamic University Sunan Gunung Djati Bandung, majoring in Islamic Education Management. Motivation to enter UIN SGD MPI Department: I have a great interest in the management and development of an Islamic values-based education system. By majoring in Islamic Education Management, I want to contribute in improving the quality of educational institutions, creating effective managerial strategies, and building a better and competitive educational environment. Motto: Learn, Strive, and Contribute for Good.