<![CDATA[ABSTRACT This study aims to synthesize empirical and conceptual literature on the implementation of Outcome-Based Education (OBE) in higher education curriculum administration, with a focus on implementation practices, challenges, success factors, and implications for curriculum quality and accreditation. A Systematic Literature Review (SLR) guided by PRISMA 2020 was conducted using Scopus, Web of Science, ERIC, and Google Scholar/Sinta databases. From 920 identified records, 38 articles met the eligibility criteria and were included in the review. The findings indicate that OBE is commonly implemented through outcome hierarchies, curriculum mapping, and constructive alignment supported by Continuous Quality Improvement (CQI) processes. Major implementation challenges include resistance to change, limited staff capacity, and compliance-oriented practices. Successful implementation is associated with leadership commitment, stakeholder involvement, and effective use of learning management systems. Based on the synthesis, this study proposes Institutional Constructive Alignment (ICA) as a conceptual extension of constructive alignment that integrates curriculum design, quality assurance, and institutional governance. The study highlights the importance of aligning OBE implementation with curriculum management, accreditation requirements, and continuous quality improvement strategies in higher education. These findings provide practical guidance for university leaders, curriculum developers, and policymakers seeking sustainable OBE-based educational transformation. ABSTRAK Penelitian ini bertujuan untuk mensintesis literatur empiris dan konseptual mengenai implementasi Outcome-Based Education (OBE) dalam administrasi kurikulum pendidikan tinggi, dengan fokus pada praktik implementasi, tantangan, faktor keberhasilan, serta implikasinya terhadap mutu kurikulum dan akreditasi. Systematic Literature Review (SLR) yang dipandu oleh PRISMA 2020 dilakukan menggunakan basis data Scopus, Web of Science, ERIC, dan Google Scholar/Sinta. Dari 920 artikel yang teridentifikasi, sebanyak 38 artikel memenuhi kriteria kelayakan dan dimasukkan dalam kajian. Hasil penelitian menunjukkan bahwa OBE umumnya diimplementasikan melalui hierarki capaian pembelajaran, pemetaan kurikulum, dan constructive alignment yang didukung oleh proses Continuous Quality Improvement (CQI). Tantangan utama implementasi meliputi resistensi terhadap perubahan, keterbatasan kapasitas sumber daya manusia, serta praktik yang berorientasi pada pemenuhan administratif semata. Implementasi yang berhasil berkaitan dengan komitmen kepemimpinan, keterlibatan pemangku kepentingan, dan pemanfaatan Learning Management System (LMS) secara efektif. Berdasarkan sintesis yang dilakukan, penelitian ini mengusulkan Institutional Constructive Alignment (ICA) sebagai pengembangan konseptual dari constructive alignment yang mengintegrasikan desain kurikulum, penjaminan mutu, dan tata kelola institusi. Penelitian ini menegaskan pentingnya penyelarasan implementasi OBE dengan manajemen kurikulum, persyaratan akreditasi, dan strategi peningkatan mutu berkelanjutan di pendidikan tinggi. Temuan ini memberikan panduan praktis bagi pimpinan perguruan tinggi, pengembang kurikulum, dan pembuat kebijakan dalam mewujudkan transformasi pendidikan berbasis OBE yang berkelanjutan.]]>
