19 April 2025
(Nurziana Misra/ MPI Student/S1 Class 6D UIN Sunan Gunung Djati Bandung)
The era of globalization presents challenges as well as opportunities for Islamic education. In the face of these changes, effective management of Islamic education is indispensable to maintain pure values while participating in the development of the times. This paper aims to discuss the role of education management in maintaining the quality and relevance of Islamic education in the midst of globalization.
First, the Essence of Management of Islamic/International Educational Institutions: The management of Islamic/International educational institutions is related to resource management. International Standard Schools (SBI) or International Standard Madrasas (MBI) produce graduates who are globally competitive and rooted in Indonesian culture. The SBI development policy in Indonesia refers to Article 50 Paragraph 3, Government Regulation No. 19/2005, and the 2005–2009 Strategic Plan which targets 112 SBIs. SBI combines the National Education Standards (SNPs) with international standards, referring to countries such as Japan, the United Kingdom, and Canada.
Second, Characteristics of International Educational Institutions/Schools in Indonesia: International Standard Schools (SMBI) have special characteristics, including a curriculum adapted to OECD standards, high competitiveness with advanced education opportunities and international certification, and the use of foreign languages (English, Chinese, Arabic) as the main language of instruction. The learning system focuses on selected subjects with a creative and innovative approach. The diversity of students’ backgrounds trains a global mindset, while principals apply high discipline to ensure effective learning.
Third, Characteristics of SBI Inputs, Processes, Outputs/Outcomes: The characteristics of SBI inputs, processes, and outputs include: inputs, curriculum planning, organizing resources, and monitoring student progress. The learning process encourages creativity, innovation, the use of ICT, as well as English for science, mathematics, and technology, with OECD model assessments. SBI graduates tend to continue their education abroad, work in international institutions, and earn international medals.
Fourth, Management of the Establishment of International Educational Institutions/Schools in Indonesia: The management of the establishment of SBI in Indonesia aims to improve quality and competitiveness. SBI requires good leadership and focus on components to achieve quality. SBI is oriented towards international standards, while RSBI follows the 8 Indonesian SNP standards. SBI increases global competitiveness, such as MBI which remains superior even though RSBI is canceled. Islamic educational institutions in Indonesia include Islamic boarding schools, madrasas, PTI, Islamic public schools, Islamic religious lessons in schools, and non-formal Islamic education.
It can be concluded that SBI in Indonesia adapts international curriculum and OECD standards to improve global competitiveness. Its characteristics include a tailored curriculum, the use of foreign languages, creative learning, and a environment that supports diversity. Graduates can continue their education or work at an international institution. The establishment of SBI requires good leadership management, oriented to international standards and SSN, with a focus on the quality of human resources, such as at MI Amanatul Ummah Mojokerto.
All writings in this article refer to the teaching module part 7 of the International Islamic Education Management Course by Prof. Dr. H. A. Rusdiana, M.M Accessible at (https://digilib.uinsgd.ac.id/id/eprint/85341)
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Kreator: Nurziana Misra
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