Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

Outcome-Based Education (OBE) has been widely adopted to strengthen curriculum alignment, accountability, and graduate competencies. In the context of Islamic higher education (IHE), however, its implementation raises critical challenges in harmonizing competency-based learning outcomes with Islamic ethical and spiritual values. This study aims to explore how Indonesian IHE institutions interpret, negotiate, and implement OBE within their institutional contexts. This research employs a qualitative case study design. Data were collected through semi-structured interviews and document analysis involving 11 academic leaders and lecturers from eight IHE institutions. The findings reveal diverse interpretations of learning outcomes, tensions between national accreditation standards and Islamic educational principles, varying levels of lecturer readiness for student-centered learning, and unequal access to digital infrastructure. To address these challenges, institutions adopted strategies such as backward curriculum design, continuous quality assurance, integration of Islamic values into learning outcomes, enhancement of digital competencies, and partnerships with industry and community stakeholders. The study concludes that effective OBE implementation in IHE requires a contextualized and integrative approach. The implications highlight the need for curriculum models that embed Islamic values, strengthen lecturer professionalism, and supportive policy frameworks to advance the quality of Islamic education.

Keywords

Curriculum Development Educational Reform Graduate Competencies Islamic Higher Education Islamic Pedagogy Outcome-Based Education

Article Details

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Nasir, M., Kawai, N., Rijal , M. K., & Paramma, M. A. (2026). Negotiating Outcome-Based Education in Indonesian Islamic Higher Education: Aligning Competency and Faith. Jurnal Pendidikan Islam, 12(2), 287–301. https://doi.org/10.15575/jpi.v12i2.48950
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abubakar, Z., & Maishanu, I. M. (2020). Adherence to Islamic principles of success and academic achievement. International Journal of Evaluation and Research in Education (IJERE), 9(2), 401. https://doi.org/10.11591/ijere.v9i2.20473
  2. Aminah, S., Alfa Krisnadhi, A., & Nizar Hidayanto, A. (2025). Ontological Framework for the Analysis of Outcome-Based Curriculum in Higher Education. IEEE Access, 13, 31497–31516. https://doi.org/10.1109/ACCESS.2025.3542881
  3. Baharun, H., Najiburrahman, N., Zamroni, Z., Novita, L., Nuryani, L. K., & Qushwa, F. G. (2025). Local Values as a Catalyst for Technology Integration in Quality Assurance. 2025 IEEE Integrated STEM Education Conference (ISEC), 1–8. https://doi.org/10.1109/ISEC64801.2025.11147290
  4. Baxter, P., & Jack, S. (2015). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 554–559. https://doi.org/10.46743/2160-3715/2008.1573
  5. Budiyanti, N., Komariah, K. S., Hermawan, W., Jenuri, J., & Hyangsewu, P. (2024). Impact of the Ulû Al- Ilm Model on Six Domains of Student Learning Outcomes in Islamic Religious Education. Jurnal Pendidikan Islam, 10(1), 113–124. https://doi.org/10.15575/jpi.v10i1.33225
  6. Cabrera, F. R. (2017). Outcomes-Based Education (OBE): Its Effect to the Mathematics Performance, Mathematics Skills and Attitudes Towards Mathematics of the BSCS Students. Advanced Science Letters, 23(2), 1081–1084. https://doi.org/10.1166/asl.2017.7502
  7. Chan, J. Y. (2023). Law teachers’ adoption and acceptance of OBE: a case study of Hong Kong. Law Teacher, 57(4), 530–547. https://doi.org/10.1080/03069400.2023.2258023
  8. Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. In Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
  9. Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th global ed.). London: Pearson Education.
  10. Daugherty, K. K., Chen, A., Churchwell, M. D., Jarrett, J. B., Kleppinger, E. L., Meyer, S., Nawarskas, J., Sibicky, S. L., Stowe, C. D., & Rhoney, D. H. (2024). Competency-based pharmacy education definition: What components need to be defined to implement it? American Journal of Pharmaceutical Education, 88(1), 100624. https://doi.org/10.1016/j.ajpe.2023.100624
  11. Day, C. (2017). Competence-based Education and Teacher Professional Development. In M. Mulder (Ed.), Competence-based Vocational and Professional Education (pp. 165–182). Springer International Publishing. https://doi.org/10.1007/978-3-319-41713-4_8
  12. Er, H. M., Nadarajah, V. D., Hays, R. B., Yusoff, N., & Loh, K. L. Y. (2019). Lessons Learnt from the Development and Implementation of an Online Assessment System for Medical Science Programmes. Medical Science Educator, 29(4), 1103–1108. https://doi.org/10.1007/s40670-019-00802-5
  13. Fathana, H., Herdianto, E. F., & Dewi, K. U. (2025). Academic Capitalism in Southeast Asia: Lessons from Islamic Universities in Indonesia. JAS (Journal of ASEAN Studies), 12(2), 263–282. https://doi.org/10.21512/jas.v12i2.11501
  14. Ferdinan, F., Nurhidayah M, N. M., & Pewangi, M. (2025). Integration of Islamic Values in the Field of General Studies at SMP Unismuh Makassar: Evaluation of the Stake Countenance Model Approach. Educational Process International Journal, 14(1). https://doi.org/10.22521/edupij.2025.14.59
  15. Ford, A. Y. (2025). Competency-Based Education in Information Literacy. In D. Baker & L. Ellis (Eds.), Encyclopedia of Libraries, Librarianship, and Information Science (First Edition) (pp. 451–456). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-323-95689-5.00204-2
  16. Garay-Rondero, C. L., Castillo-Paz, A., Gijón-Rivera, C., Domínguez-Ramírez, G., Rosales-Torres, C., & Oliart-Ros, A. (2024). Competency-based assessment tools for engineering higher education: a case study on complex problem-solving. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2392424
  17. Hutahaean, B., Telaumbanua, S., Tamba, L., Hutabarat, R. G. N., & Sumani, S. (2024). Analysis of Innovative and Adaptive Higher Education Curriculum Development to Education 5.0 Based Challenges in Indonesia. International Journal of Learning, Teaching and Educational Research, 23(4), 76–98. https://doi.org/10.26803/ijlter.23.4.5
  18. Ismail, A., Junaedi, M., Hassan, Z. bin, & Nasikhin, N. (2024). Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia. Nazhruna: Jurnal Pendidikan Islam, 7(2), 315-337. https://doi.org/10.31538/nzh.v7i2.4903
  19. Joseph, J., Jose, J., Jose, A. S., Ettaniyil, G. G., Cyriac, J., Sebastian, S. K., & Joseph, A. P. (2024). Quantitative insights into outcome-based education: a bibliometric exploration. International Journal of Evaluation and Research in Education, 13(6), 4030–4045. https://doi.org/10.11591/ijere.v13i6.29272
  20. Katawazai, R. (2021). Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges. Heliyon, 7(5), e07076. https://doi.org/10.1016/j.heliyon.2021.e07076
  21. Kay, J., Ferns, S., & Younger, A. (2024). Industry engagement in Australia: policy and practice in work-integrated learning. In How to Enable Engagement Between Universities and Business (pp. 167–177). Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781035316809.00030
  22. Khan, M. S. H., Salele, N., Hasan, M., & Abdou, B. O. (2023). Factors affecting student readiness towards OBE implementation in engineering education: Evidence from a developing country. Heliyon, 9(10), e20905. https://doi.org/10.1016/j.heliyon.2023.e20905
  23. Louw, V. J., Barrett, C. L., & Rambiritch, V. (2024). Outcomes-Based Clinical Transfusion Medicine Education. In Clinical Use of Blood (pp. 17–30). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-67332-0_2
  24. Lugay, C. I. P., Agustin, B. E., Codico, M. A. E., Tapis, C.-A. P., & Tolentino, E. (2020). A Design Of An Automated Assessment Process For The Outcomes-Based Education In The Industrial Engineering Department Of The Faculty Of Engineering At The University Of Santo Tomas. Journal of Physics: Conference Series, 1529(3), 032046. https://doi.org/10.1088/1742-6596/1529/3/032046
  25. Mareta, M., Alimah, A., & Muhammad, M. (2024). Inclusive Education and Justice for Students With Special Needs in Madrasas. Ulumuna, 28(2), 933-960. https://doi.org/10.20414/ujis.v28i2.862
  26. Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Thousand Oaks: SAGE Publications.
  27. McDonald, N. A. (2018). A Private, Nonprofit University’s Experiences Designing a Competency-Based Degree for Adult Learners. The Journal of Continuing Higher Education, 66(1), 34–45. https://doi.org/10.1080/07377363.2018.1415632
  28. McMillan, James H. & Schumacher, S. (2001). Research In Education, A Conceptual Approach ((Fifth ed.). Albany, NY: Addison Wesley Longman, Inc.
  29. Mohanta, J., & Das Mandal, S. K. (2019). The Effectiveness of the Outcome-Based Curriculum Towards Improving Educational Quality for Technical Education. 2019 IEEE Tenth International Conference on Technology for Education (T4E), 242–243. https://doi.org/10.1109/T4E.2019.00-13
  30. Mufanti, R., Carter, D., & England, N. (2024). Outcomes-based education in Indonesian higher education: Reporting on the understanding, challenges, and support available to teachers. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2024.100873
  31. Muhibbuddin, M., Artika, W., Kamal, S., & Zai, S. A. Y. (2026). Developing and Testing Inquiry-Based E-Modules for Learning Plant Structure and Tissues in Senior High Schools. Jurnal Ilmiah Peuradeun, 14(1), 573-596. https://doi.org/10.26811/peuradeun.v14i1.2385
  32. Nasir, M. (2020). Curriculum Development and Accreditation Standards in the Traditional Islamic Schools in Indonesia. Journal of Curriculum Studies Research. https://doi.org/10.46303/jcsr.2020.3
  33. Nasir, M., & Rijal, M. K. (2021). Keeping the middle path: mainstreaming religious moderation through Islamic higher education institutions in Indonesia. Indonesian Journal of Islam and Muslim Societies, 11(2), 213–241. https://doi.org/10.18326/ijims.v11i2.213-241
  34. Nasir, M., Rijal, M. K., Kahar, S. K., Rahman, F., & Komariah, A. (2024). University Leaders’ Views on Independent Campus Curriculum as Educational Reforms in Indonesian Islamic Universities. IAFOR Journal of Education, 12(3), 147–172.
  35. Ochoa Sangrador, C., Villaizán Pérez, C., González de Dios, J., Hijano Bandera, F., & Málaga Guerrero, S. (2016). Continuum, la plataforma de Formación Basada en Competencias. Anales de Pediatría, 84(4), 238.e1-238.e8. https://doi.org/10.1016/j.anpedi.2015.12.002
  36. Pang, M., Ho, T. M., & Man, R. (2009). Learning Approaches and Outcome‐Based Teaching and Learning: A Case Study in Hong Kong, China. Journal of Teaching in International Business, 20(2), 106–122. https://doi.org/10.1080/08975930902827825
  37. Paramma, M. A., Nurhuda, P., & Tajrin, I. A. (2023). Exploring Students’ Engagement in Blended Learning: Insights from ELT Classroom at an Islamic University. Borneo International Journal of Islamic Studies, 5(2). https://doi.org/10.21093/bijis.v5i2.10257
  38. Paramma, M. A., & Shafa, S. (2022). Increasing Novice EFL Learners’ Vocabulary based on Short Islamic Stories in an Islamic Higher Education. Borneo International Journal of Islamic Studies (BIJIS), 4(1), 62–76. https://doi.org/10.21093/bijis.v4i1.6142
  39. Priya Vaijayanthi, R., & Raja Murugadoss, J. (2019). Effectiveness of curriculum design in the context of outcome based education (OBE). International Journal of Engineering and Advanced Technology, 8(6), 648–651. https://doi.org/10.35940/ijeat.8090.088619
  40. Qiao, Y., & Fu, H. (2022). Study on OBE Teaching Concept in the Context of Deep Learning for the Construction of University Mathematics Microcourses. Computational Intelligence and Neuroscience, 2022, 1–10. https://doi.org/10.1155/2022/6860842
  41. Rathy, G. A., Sivasankar, P., & Gnanasambandhan, T. G. (2020). Developing a knowledge structure using Outcome based Education in Power Electronics Engineering. Procedia Computer Science, 172, 1026–1032. https://doi.org/10.1016/j.procs.2020.05.150
  42. Salim, A., Narongraksakhet, I., Hayani, A., Rouzi, K., Putri, M., Hassama, A., & Abdullah, A. (2026). Outcome-Based Education, E-Learning, and Student Satisfaction: Evidence from Indonesia and Thailand. Jurnal Ilmiah Peuradeun, 14(1), 531-550. https://doi.org/10.26811/peuradeun.v14i1.1285
  43. Sanjana, T., Archana, H. R., & Akkamahadevi, M. B. (2018). Self-study: An active learning approach. Proceedings - 5th IEEE International Conference on MOOCs, Innovation and Technology in Education, MITE 2017, 115–119. https://doi.org/10.1109/MITE.2017.00026
  44. Selva, M. G., Arkadi, M., Sangeetha, K., Suryawanshi, S., & John, B. A. (2024). Outcome-based assessment in India: A method for quantifying course outcome attainment. Journal of Autonomous Intelligence, 7(2). https://doi.org/10.32629/jai.v7i2.1160
  45. Solikhah, I. (2022). Revisiting the EFL curriculum in the outcome-based education framework and freedom to learn program. Journal of Social Studies Education Research, 13(2), 243–264. Retrieved from https://www.learntechlib.org/p/222913/
  46. Song, T. (2025). Implementation and Application of Economic Law Course Evaluation and Assessment Utilizing OBE Principles. In Lecture Notes on Data Engineering and Communications Technologies, 242, 622-633. https://doi.org/10.1007/978-3-031-84228-3_54
  47. Spady, W. G. (1988). Organizing for results: The basis of authentic restructuring and reform. Educational Leadership, 46(2), 4–8. Retrieved from https://www.semanticscholar.org/paper/Organizing-for-Results:-The-Basis-of-Authentic-and-Spady/5731103a9a925a80a349f16e0d875c6ba8872ae6
  48. Subiyantoro, Rohmadani, Z. V., & Achadi, M. W. (2025). Integrating religious dimensions and humanistic education to enhance student personality: A case study in Indonesian madrasas. Multidisciplinary Science Journal, 8(3), 2026208. https://doi.org/10.31893/multiscience.2026208
  49. Sudheer, K., Sujit, V. V. N., Prasad, N. V. G., & Ravichand, K. (2017). A novel method of learning outcome assessment in outcome based education. Proceedings - 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education, MITE 2016, 328–331. https://doi.org/10.1109/MITE.2016.63
  50. Sukirman, S., & Linse, C. T. (2024). Examining ELT-knowledge-based learning outcomes within the national curriculum guidelines of Indonesian Islamic tertiary education. Studies in English Language and Education, 11(1), 228–246. https://doi.org/10.24815/siele.v11i1.30555
  51. Sutama, S. (2019). Metode penelitian pendidikan kuantitatif, kualitatif, PTK, mix method, R & D. Sukaharjo: CV Jasmine.
  52. Tanti, T., Anwar, K., Jamaluddin, J., Saleh, A. S., Yusup, D. K., & Jahanifar, M. (2025). Faith Meets Technology: Navigating Student Satisfaction In Indonesia’s Islamic Higher Education Online Learning. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 9(2), 695–708. https://doi.org/10.22437/jiituj.v9i2.41513
  53. Trisha, B. J., Rahman, P. D. M. H., Younus, M. A. Al, & Brishty, F. A. (2025). Exploring Teachers’ Perceptions of the Readiness to Implement the OBE Curriculum: A Case Study in Bangladesh. The International Journal of Pedagogy and Curriculum, 32(2), 77–101. https://doi.org/10.18848/2327-7963/CGP/v32i02/77-101
  54. Trisnaningsih, S., & Permatasari, Y. (2018). Indonesian qualification framework (IQF)-Based curriculum as a contingency model to improve graduates competencies. International Journal of Mechanical Engineering and Technology, 9(9), 359–366. Retrieved from https://scholar.unair.ac.id/en/publications/indonesian-qualification-framework-iqf-based-curriculum-as-a-cont/
  55. Usman, U., Bahraeni, B., & Nurhilaliyah, N. (2025). Exploring Islamic-Oriented Cooperative Learning through Faith-Driven Collaboration in among University Students in Islamic Education Courses. International Journal of Learning, Teaching and Educational Research, 24(9), 922–939. https://doi.org/10.26803/ijlter.24.9.44
  56. Yang, P. (2020). Humanities education reform exploration and practice under outcomes-based education (OBE). Obrazovanie i Nauka, 22(2), 78–97. https://doi.org/10.17853/1994-5639-2020-2-78-97
  57. Zainuddin, Z. I. (2016). Integration of Islamic perspectives into medical imaging curriculum: An outcome based education approach. International Medical Journal Malaysia, 17(Special issue 1), 23–30. https://doi.org/10.31436/imjm.v17i1.1023
  58. Zulfadli, Arnita, Sunaryo, B., Amelia, R., & Sukma, D. N. E. (2023). Computerized framework for assessment of OBE in Bung Hatta University. AIP Conference Proceedings, 2691, 080001. https://doi.org/10.1063/5.0115960

Similar Articles

<< < 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 > >> 

You may also start an advanced similarity search for this article.