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All Journal CENDEKIA : Jurnal Ilmu Pengetahuan MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran
Muhamad Suhardi
Administrasi Pendidikan, Fakultas Ilmu Pendidikan dan Psikologi UNDIKMA
Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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SYSTEMATIC LITERATURE REVIEW: ANALISIS IMPLEMENTASI KURIKULUM BERBASIS OUTCOME-BASED EDUCATION (OBE) DI PERGURUAN TINGGI Muhamad Suhardi
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v6i3.14047

Abstract

ABSTRACK The increasing demand for higher education graduates who are capable of adapting to the evolving workforce has encouraged universities to strengthen competency-oriented curricula. In this context, Outcome-Based Education (OBE) has emerged as an educational approach that positions learning outcomes as the foundation for curriculum planning, instructional delivery, and learning assessment. This study synthesizes evidence on the implementation of OBE-based curricula in higher education using a Systematic Literature Review (SLR) approach. The literature search followed the PRISMA 2020 guidelines through the stages of identification, screening, eligibility, and inclusion, drawing data from Google Scholar, Scopus, and ScienceDirect. From approximately 1,100 initially identified articles, 32 met the eligibility criteria, and 25 were selected as the final data sources. The synthesis indicates that the implementation of OBE contributes to improving educational quality through the alignment of learning outcomes, teaching strategies, and assessment practices that support the development of graduate competencies. Nevertheless, its effectiveness remains influenced by lecturers’ readiness, competency-based assessment practices, and institutional support. The findings suggest that the successful implementation of Outcome-Based Education depends not only on curriculum development but also on the integration of academic components that collectively establish a learning outcomes-oriented educational ecosystem. ABSTRAK Tuntutan terhadap lulusan perguruan tinggi yang mampu beradaptasi dengan perubahan dunia kerja mendorong penguatan kurikulum yang berorientasi pada pencapaian kompetensi. Dalam konteks tersebut, Outcome-Based Education (OBE) berkembang sebagai pendekatan yang menempatkan learning outcomes sebagai landasan utama perencanaan, pelaksanaan, dan evaluasi pembelajaran. Kajian ini menyusun sintesis mengenai implementasi kurikulum berbasis OBE di perguruan tinggi melalui pendekatan Systematic Literature Review (SLR). Proses penelusuran literatur mengikuti pedoman PRISMA 2020 dengan tahapan identification, screening, eligibility, dan inclusion menggunakan basis data Google Scholar, Scopus, dan ScienceDirect. Dari sekitar 1.100 artikel yang teridentifikasi, proses seleksi menghasilkan 32 artikel yang memenuhi tahap kelayakan, kemudian ditetapkan 25 artikel sebagai sumber data akhir. Sintesis menunjukkan bahwa implementasi OBE memberikan kontribusi terhadap peningkatan kualitas pembelajaran melalui keterpaduan capaian pembelajaran, strategi pembelajaran, dan asesmen yang mendukung pengembangan kompetensi lulusan. Di sisi lain, efektivitas implementasinya masih dipengaruhi oleh kesiapan dosen, pengembangan asesmen berbasis kompetensi, serta dukungan kelembagaan. Kajian ini menegaskan bahwa keberhasilan Outcome-Based Education tidak hanya ditentukan oleh pengembangan kurikulum, tetapi juga oleh integrasi berbagai komponen akademik yang membentuk ekosistem pembelajaran berbasis learning outcomes.
STRATEGI COPING MAHASISWA DALAM MENGHADAPI TEKANAN AKADEMIK DI PERGURUAN TINGGI Muhamad Suhardi; Meyldha Indah Lestari
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.14041

Abstract

ABSTRACK Academic pressure experienced by university students, including heavy coursework, academic performance demands, anxiety, and burnout, has increasingly become a significant issue affecting psychological well-being. Therefore, effective coping strategies are essential to help students manage these academic challenges. This study aimed to analyze students' coping strategies in dealing with academic pressure using a Systematic Literature Review (SLR) approach. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the stages of identification, screening, eligibility, and inclusion. Data were collected from scientific articles indexed in Google Scholar and Garuda published between 2021 and 2026. The selection process identified 25 articles that met the inclusion criteria. The findings revealed that emotion-focused coping was the most commonly used strategy, although excessive reliance on it was associated with increased anxiety. In contrast, problem-focused coping was found to be more adaptive because it effectively reduced academic stress and burnout. Furthermore, combining coping strategies with social support and spiritual factors enhanced students' psychological well-being. These findings highlight the importance of strengthening adaptive coping strategies through counseling services, stress management training, and social support programs in higher education institutions. ABSTRAK Tekanan akademik yang dialami mahasiswa di perguruan tinggi, seperti beban tugas, tuntutan prestasi, kecemasan, dan burnout, semakin meningkat serta berdampak pada kesejahteraan psikologis. Oleh karena itu, diperlukan strategi coping yang efektif untuk membantu mahasiswa mengelola tekanan tersebut. Penelitian ini bertujuan menganalisis strategi coping mahasiswa dalam menghadapi tekanan akademik melalui pendekatan Systematic Literature Review (SLR). Metode penelitian menggunakan pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) yang meliputi tahap identifikasi, screening, eligibility, dan inclusion. Data diperoleh dari artikel ilmiah yang terindeks di Google Scholar dan Garuda periode 2021–2026. Hasil seleksi menunjukkan 25 artikel memenuhi kriteria inklusi. Temuan menunjukkan bahwa emotion-focused coping merupakan strategi yang paling dominan, tetapi berpotensi meningkatkan kecemasan apabila digunakan secara berlebihan. Sebaliknya, problem-focused coping lebih adaptif karena mampu menurunkan stres dan burnout. Kombinasi strategi coping, dukungan sosial, dan faktor spiritual turut meningkatkan kesejahteraan psikologis mahasiswa. Temuan ini mengimplikasikan pentingnya penguatan strategi coping adaptif melalui layanan konseling, pelatihan manajemen stres, dan dukungan sosial di perguruan tinggi.
FAKTOR-FAKTOR PENENTU EMPLOYABILITY SKILLS MAHASISWA DALAM PENDIDIKAN TINGGI: STUDI SYSTEMATIC LITERATURE REVIEW Muhamad Suhardi
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.14044

Abstract

ABSTRACT The changing competency demands of the workforce in the transition from the Industrial Revolution 4.0 to Society 5.0 have positioned employability skills as a key indicator of higher education graduates' work readiness. Despite this growing importance, numerous studies continue to report a mismatch between graduates' competencies and industry expectations, while empirical evidence regarding the factors shaping employability skills remains fragmented and lacks comprehensive synthesis. This study aims to identify, classify, and synthesize the factors influencing university students' employability skills, while also determining the factors most consistently reported across the existing literature. A Systematic Literature Review (SLR) approach was employed through the processes of identification, selection, classification, and descriptive synthesis of 20 scholarly articles retrieved from the Scopus, Google Scholar, and ScienceDirect databases, published between 2022 and 2026. The synthesis revealed that psychological attributes and learning experiences constitute the most consistent determinants of employability skills, whereas the contribution of technical competencies tends to vary when not supported by non-technical competencies. These determinants include soft skills, work motivation, self-efficacy, emotional intelligence, psychological capital, internship experience, social support, learning environment, and educational programs. This study contributes a conceptual synthesis demonstrating that employability skills evolve through the interaction of personal and contextual factors, highlighting the need for integrated learning strategies that are responsive to the evolving demands of the labor market. ABSTRAK Perubahan kebutuhan kompetensi di dunia kerja pada era Revolusi Industri 4.0 menuju Society 5.0 menempatkan employability skills sebagai salah satu indikator utama kesiapan lulusan perguruan tinggi. Meskipun demikian, berbagai penelitian masih melaporkan kesenjangan antara kompetensi lulusan dan kebutuhan industri, sementara bukti empiris mengenai faktor-faktor yang membentuk employability skills masih tersebar dalam berbagai kajian dan belum terintegrasi secara komprehensif. Penelitian ini bertujuan mengidentifikasi, mengklasifikasikan, serta mensintesis faktor-faktor yang memengaruhi employability skills mahasiswa sekaligus mengidentifikasi kecenderungan faktor yang paling konsisten dilaporkan dalam literatur. Pendekatan Systematic Literature Review diterapkan melalui proses identifikasi, seleksi, klasifikasi, dan sintesis deskriptif terhadap 20 artikel ilmiah yang diperoleh dari basis data Scopus, Google Scholar, dan ScienceDirect dengan rentang publikasi 2022–2026. Sintesis memperlihatkan bahwa determinan psikologis dan pengalaman belajar merupakan kelompok faktor yang paling konsisten membentuk employability skills, sedangkan kontribusi kompetensi teknis cenderung lebih bervariasi apabila tidak didukung kompetensi nonteknis. Faktor-faktor tersebut mencakup soft skills, motivasi, self-efficacy, emotional intelligence, psychological capital, pengalaman magang, dukungan sosial, lingkungan belajar, dan program pendidikan. Penelitian ini menawarkan sintesis konseptual yang menegaskan bahwa employability skills berkembang melalui keterkaitan antara faktor personal dan kontekstual, sehingga pengembangannya memerlukan strategi pembelajaran yang terintegrasi dan adaptif terhadap dinamika kebutuhan dunia kerja.
Co-Authors Meyldha Indah Lestari