Reform and Innovation in International/Global-Oriented Islamic Education Management
Rishna Shoimah / 1222010160 / Undergraduate Student / MPI / VI D / FTK / UIN Sunan Gunung Djati Bandung
High-quality education will result in high-quality output. Many schools and madrasahs have been striving to create innovations to improve and enhance the quality of education. Flagship programs have become criteria for madrasahs to be considered high-achieving and to have quality learning processes. These criteria can be observed through various indicators that reflect the excellence of a madrasah. A madrasah is considered superior if it incorporates local content into students' daily mandatory programs, provides life skills training through extracurricular activities, runs a mobile library, operates a mini-market to support school finances, and organizes various supporting programs such as competitions, discussion groups, practical learning, academic writing, recreational activities, and more.
First, Global Education Reform:
Global and national education reforms aim to improve access, effectiveness, and quality of education through long-term strategic policies. In Indonesia, reform also touches Islamic religious education with a systemic approach and a clear legal foundation. One such model is Merdeka Belajar (Freedom to Learn), which emphasizes a joyful, flexible learning environment free from rigid standardization. It includes policies such as minimum competency assessments, character surveys, and simplified lesson plans (RPP).
Second, National Education Reform in Indonesia:
National education reform in Indonesia is a complex, long-term process requiring the mobilization of all potential to improve educational quality. Its goal is to make education more effective and efficient by identifying barriers and formulating realistic, practical strategies. The government has implemented various policies, ranging from the Joint Decree of Three Ministers, Law No. 2 of 1989, to Law No. 20 of 2003, to create an equitable, excellent education system in line with the demands of a competitive global era.
Third, Reform of Islamic Religious Education in Indonesia:
Reform of Islamic religious education in Indonesia demands a systemic paradigm shift with a bottom-up approach focused on learning experiences. Key policies include Presidential Decree 34/1972, Law No. 2/1989, and Law No. 20/2003, which recognize the role of religious education within the national system. Reform efforts involve curriculum updates, school empowerment, and modern management based on decentralization. Religious education functions as a means to empower individuals and communities with a strategic vision, strong legitimacy, responsiveness to the times, and professional, accountable management to meet future challenges.
Fourth, Model of Islamic Religious Education Reform Through Merdeka Belajar:
The Merdeka Belajar concept aims to create a joyful educational environment for teachers, students, and parents, focusing on the development of analytical skills and independent innovation. Its main policies include replacing national exams with competency assessments, decentralizing evaluation, simplifying administration, and implementing a zonation system for school admissions. The learning model emphasizes flexibility in time, place, and learning methods according to students' needs, with teachers acting as facilitators. Islamic Religious Education and Character Education aim to shape spiritually strong, morally upright students who understand religion comprehensively across cognitive, affective, and psychomotor domains.
Conclusion:
Education reform in Indonesia, including Islamic religious education, aims to improve quality, access, and effectiveness through systemic policies and decentralization. The Merdeka Belajar model emphasizes joyful, flexible, and innovative learning, replacing national exams with competency assessments and allowing freedom in learning methods. Islamic Religious Education is directed toward empowering individuals spiritually and morally through a comprehensive approach across cognitive, affective, and psychomotor domains, enabling them to face global challenges with professional and responsive management.
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*) This paper is summarized from the Course Module of the subject "International Islamic Education Management Part 13" by Prof. Rusdiana, M.M.
