Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal The International Journal of Education Management and Sociology Jurnal Internasional
Muhammad As'ad
Tangerang Raya University, Indonesia
Religion Humanities Education Physics Social Sciences

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Outcome-Based Education (OBE) Curriculum Development Strategy to Support Higher Education Key Performance Indicators (KPIs) Lener Kristiyanto; Asmat Junaedi; Muhammad As'ad; Hendi Muslim; Mustofa Kamil
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

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Abstract

The study employs a Systematic Literature Review (SLR) approach by examining a wide range of scholarly journal articles, books, government regulations, and policy documents related to the implementation of OBE and IKU in higher education. The findings indicate that OBE-based curriculum development can be effectively implemented through aligning the vision and mission of academic programs with graduate profiles and learning outcomes, developing comprehensive curriculum mapping, applying constructive alignment among learning outcomes, teaching and learning processes, and assessment methods, strengthening partnerships with the business sector, industry, and the community, and implementing a continuous quality improvement (CQI) system. These strategies contribute to improving the quality of teaching and learning, enhancing graduates' competencies, expanding experiential learning opportunities beyond the classroom, and strengthening academic governance in line with the achievement of the Higher Education Key Performance Indicators. Therefore, the successful implementation of an OBE-based curriculum requires strong institutional leadership, continuous professional development of academic staff, a robust internal quality assurance system, and active collaboration with multiple stakeholders to produce graduates who are adaptive, innovative, and globally competitive.
Outcome-Based Education (OBE) Curriculum Development Strategy to Support Higher Education Key Performance Indicators (KPIs) Lener Kristiyanto; Asmat Junaedi; Muhammad As'ad; Hendi Muslim; Mustofa Kamil
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study employs a Systematic Literature Review (SLR) approach by examining a wide range of scholarly journal articles, books, government regulations, and policy documents related to the implementation of OBE and IKU in higher education. The findings indicate that OBE-based curriculum development can be effectively implemented through aligning the vision and mission of academic programs with graduate profiles and learning outcomes, developing comprehensive curriculum mapping, applying constructive alignment among learning outcomes, teaching and learning processes, and assessment methods, strengthening partnerships with the business sector, industry, and the community, and implementing a continuous quality improvement (CQI) system. These strategies contribute to improving the quality of teaching and learning, enhancing graduates' competencies, expanding experiential learning opportunities beyond the classroom, and strengthening academic governance in line with the achievement of the Higher Education Key Performance Indicators. Therefore, the successful implementation of an OBE-based curriculum requires strong institutional leadership, continuous professional development of academic staff, a robust internal quality assurance system, and active collaboration with multiple stakeholders to produce graduates who are adaptive, innovative, and globally competitive.
Co-Authors Asmat Junaedi Hendi Muslim Lener Kristiyanto Mustofa Kamil