Understanding the RMBI Madrasa Model: A Pioneer of International Standard Madrasas
Saiful Ma'arif Daulay / 6th Semester Student / Department of Islamic Education Management / 1222010171 / Class E / Sunan Gunung Djati State Islamic University, Bandung.
The International-Standard Pioneer Madrasa (Madrasah Rintisan Bertaraf Internasional or MRSBI) is a strategic initiative within Indonesia's Islamic education system aimed at responding to the challenges of globalization and international competition. This type of madrasa is an Islamic educational institution that has met the National Education Standards (SNP) and is further enriched with international education standards, with the goal of producing graduates who are excellent, adaptive, and globally competitive. In regions such as Cileunyi, Bandung, West Java, MRSBI serves as a model in curriculum development, the application of modern learning methods, and the provision of educational facilities that align with international standards.
This paper seeks to examine in depth the role of madrasas as Islamic educational institutions in Indonesia, which hold a strategic position in shaping a generation that excels not only in religious knowledge but also in global competencies. In the context of globalization and the increasingly competitive educational landscape, the concept of the International-Standard Pioneer Madrasa (RMBI) emerges as a crucial effort to transform madrasas so that they can compete with and be equivalent to other international-standard educational institutions.
First, Basic Concept of RSBI Madrasas (International-Standard Pioneer Schools)
RSBI madrasas are Islamic educational units that have first fulfilled all eight National Education Standards---graduate competence, content, process, educators and education personnel, infrastructure, management, financing, and assessment---and are then enriched with best practices from international educational institutions. An International-Standard Madrasa is one that has met all national standards and is further enhanced by adopting educational standards from one of the member countries of the Organization for Economic Cooperation and Development (OECD) and/or other developed countries that have specific advantages in education, thereby becoming competitive on the international stage.
Second, Background and Importance of RSBI Madrasas The emergence of RSBI madrasas stems from the awareness that education is not merely a process of knowledge transfer, but also a comprehensive human development effort---intellectual, emotional, and spiritual. According to progressive educational philosophy (e.g., John Dewey), education should be contextual, democratic, and rooted in deep learning experiences. RSBI attempts to realize this through international curricula that foster critical thinking, problem-solving, and creativity. In Islamic educational philosophy, the concepts of ta'db (moral cultivation) and tarbiyah (human development) serve as foundational principles.
Third, Standardization in the Implementation of RSBI Madrasas
RSBI madrasas implement a national curriculum enriched with international standards to produce globally-minded graduates. The core curriculum refers to KMA (Minister of Religious Affairs Decree) No. 450 of 2024, which integrates Islamic values into every subject. To strengthen global competencies, some RSBI madrasas adopt curricula such as the Cambridge International Curriculum or the International Baccalaureate (IB), especially in science and mathematics. This pushes madrasas to develop bilingual and 21st-century skills-based learning systems.
Fourth, Management Strategies for International-Standard Pioneer Madrasas
The management strategies of RSBI madrasas focus on improving education quality and achieving international standards. This includes implementing an appropriate curriculum, using innovative teaching methods, enhancing human resources, managing facilities effectively, and cultivating a school culture that supports global learning.
The RMBI madrasa serves as a model that integrates national and international standards to produce globally competitive graduates while preserving Islamic values. Its curriculum combines national regulations with international curricula, complemented by bilingual learning and the strengthening of 21st-century competencies. This holistic approach covers intellectual, spiritual, and character aspects. The management of RMBI focuses on improving teacher quality, facilities, teaching methods, and fostering a globally-oriented school culture.
This paper is adapted from the course materials for International Islamic Education Management, Part 9: Management of Core Components of International Islamic Educational Institutions, under the instruction of Prof. Dr. H. A. Rusdiana, M.M.
