From Learning Outcomes to Quality Assurance: Institutionalizing Outcome-Based Education in Indonesian Islamic Higher Education

Moh. Zainal Fanani; M. Royyan Nafis Fathul Wahab

doi:10.30762/edudeena.v10i1.9673

Authors

Moh. Zainal Fanani Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia
M. Royyan Nafis Fathul Wahab Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

DOI:

https://doi.org/10.30762/edudeena.v10i1.9673

Keywords:

Outcome-Based Education, Islamic higher education, learning outcomes, constructive alignment, quality assurance

Abstract

This study examines how Outcome-Based Education (OBE) is developed and institutionalized to enhance academic quality in Indonesian Islamic higher education. The research focuses on translating learning outcomes into curriculum architecture, instructional practices, assessment methods, and quality assurance mechanisms. A mixed-methods design was employed, using a developmental case study approach within an Islamic Religious Education program. Data were gathered through interviews, focus group discussions (FGDs), curriculum document analysis, student surveys, tracer studies, stakeholder feedback, and implementation monitoring. Qualitative data underwent thematic analysis, while quantitative data were analyzed using descriptive statistics and integrated through data convergence. The findings reveal an initial gap between relatively positive graduate achievements and weak alignment of outcomes within the curriculum system. Curriculum reconstruction subsequently established clearer linkages among graduate profiles, the Body of Knowledge, Program Learning Outcomes (PLOs), course structures, competency progression, and assessment methods. During the implementation phase, institutional readiness, authentic assessments, student learning products, digital portfolios, and external feedback served as evidence of achievement of outcomes and as a foundation for continuous quality improvement. This study expands the understanding of OBE from a mere curriculum-design approach to an institutional framework that links learning outcomes to quality assurance. The interpretation of findings is limited to the initial implementation phase and does not yet encompass longitudinal evidence across graduate cohorts. Future research should comprehensively explore the assessment–feedback–revision cycle and longitudinally measure both learning outcomes and graduates’ professional performance.

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