By: Riki Wahyudi
Student of Islamic Education Management Study Program (MPI), UIN Sunan Gunung Djati Bandung
The management of Islamic educational institutions today is required to be globally competitive. In line with the times and the need for highly competitive human resources, Islamic educational institutions must undergo managerial transformation with an international perspective. This concept involves managing institutions not only within the national context, but also adapting and synergizing with global educational standards and practices.
1. Basic Concept of Islamic/International Education Institution Management
Global management in the context of Islamic education refers to institutional management that transcends national borders. This management requires adaptation to global dynamics while aligning with universal values without losing Islamic identity. In the Indonesian context, the development of international educational institutions is part of the strategy to improve human resource quality, as stated in the National Education System Law No. 2 of 2003. Education is directed to address global challenges and prepare an excellent generation ready to compete internationally, both through formal and non-formal schools.
2. Characteristics of International Schools in Indonesia
International schools in Indonesia have several distinctive characteristics. First, their curriculum refers to education standards from OECD member countries. Second, students are expected to be highly competitive, with advantages aligned to global needs. Third, foreign languages, especially English, are used as the main language of instruction. Fourth, the learning system is designed to be more conducive, creative, and innovative. Fifth, the learning culture is more varied, encouraging students to be open-minded toward diversity. Lastly, effective school leadership is a key factor in supporting high-quality learning dynamics.
3. Characteristics of Input, Process, and Output/Outcomes of International Standard Schools (SBI)
International Standard Schools (SBI) have important indicators in three main aspects: input, process, and output. In terms of input, curriculum planning, resource organization, and learning environment management are carried out systematically. The learning process is active, creative, effective, enjoyable, and uses digital (ICT) and English-based approaches. The expected output of SBI graduates is the ability to continue education in international institutions and to work competently in a global environment.
4. Management of Establishing International Schools in Indonesia
When establishing an Islamic educational institution with international standards, several components must be considered. The school must align with the National Education Standards (SNP) and at least have the status of an International Standard School Pilot Project (RSBI). Management should also consider technological advancement as a means to accelerate educational transformation. Islamic institutions in Indonesia such as pesantren, madrasahs, and Islamic-based general schools are vital to the development of international standard education systems, as long as they can align with global standards without abandoning Islamic values.
