<![CDATA[Outcome-Based Education (OBE) positions intended learning outcomes as the reference point for curriculum planning, teaching, and assessment in higher education. This study describes how the OBE curriculum is enacted in the Educational Statistics course of the English Language Teaching Study Program at Institut Agama Islam Negeri (IAIN) Sorong and how students, the course lecturer, and the study programme coordinator perceive its contribution to learning. A descriptive qualitative design with a single instrumental case orientation was employed. Data were generated through analysis of curriculum documents, including graduate learning outcomes, the CPL–CPMK mapping matrix, the semester learning plan, and assessment rubrics; non-participant classroom observation; and semi-structured interviews with purposively selected participants. Data were analysed using Braun and Clarke’s six-phase reflexive thematic analysis. Trustworthiness was strengthened through methodological and source triangulation, member checking, peer debriefing, reflexive memos, and an audit trail. Six themes were constructed: outcome-referenced planning and documented alignment; student-centred learning; contextualisation of statistical content within English language teaching and Islamic education; continuous, outcome-referenced assessment; perceived learning and a shift from grades to competence; and heterogeneous prior mathematical preparation as the principal implementation challenge. Because the design generated no pre-test, post-test, or achievement data, no measurable or causal improvement is claimed. The study contributes contextualised constructive alignment principles for quantitative service courses in Islamic higher education and distinguishes documented alignment from enacted alignment as an object of curriculum evaluation. These findings offer practical implications for curriculum design, assessment, and course-level OBE evaluation.]]>
