This research reviews the best practices of one of the basic education institutions, namely Madrasah Ibtidaiyah (MI) Afkaruna, located in Sleman. This study uses a qualitative approach that is described descriptively and aims to determine the practice of implementing management in improving student achievement and to identify various factors that can increase public trust in the madrasah institution. Data was collected by means of interviews, observations, and document studies. The results of this research show that MI Afkaruna is positioned as an international standard educational institution, which is of global quality while maintaining aspects of local culture and Islamic boarding school method religious content. Learning activity is conducted by adopting the Cambridge University Curriculum combined with the National Curriculum and the Ministry of Religious Affairs Curriculum. Meanwhile, the Indonesian aspect and religious material strengthen students’ character in accordance with religious teachings and the true personality of the Indonesian nation. The implication is that as an international standard institution, the language of communication in the school environment uses English, while the aspect of local religious content adopts the traditional Islamic boarding school method, namely learning the kitab kuning (The kitab kuning is interpreted as a reference to classical Arabic religious books, the contents of which include knowledge of Islamic religious sciences. The kitab kuning is usually studied in Islamic boarding schools, madrasas, ta’lim assemblies. In general, the kitab kuning is printed on yellow paper, but the meaning of the kitab kuning also includes Arabic books printed on white paper [Thoha in Kitab Kuning dan Dinamika Studi Keislaman. Duta Media Publishing, 2018, 28)] lettered pegon in a sorogan way [Sorogan is one of the methods of delivering subject matter which is generally found in Islamic boarding schools, where the kiai/ustadz teach students individually, taking turns and taking turns. Previously the kiai/ustadz read the yellow book then translated word for word and explained the meaning, then the students read and repeated it in front of the kiai/ustadz (Abror in Kurikulum Pesantren: Model Integrasi Pembelajaran Salaf dan Khalaf. Dee Publish, 2020 29)].