<![CDATA[Implementation of the Islamic Religious Education (PAI) curriculum in higher education still faces challenges in aligning learning outcomes with the assessment system. Even though the curriculum has adopted an Outcome-Based Education (OBE) approach, learning evaluation is still dominated by written exams, paper assignments and attendance assessments so that it is not yet fully able to measure the achievement of complete knowledge, skills and attitudes competencies. This research aims to reconstruct the OBE-based PAI curriculum through the Outcome-Based Assessment (OBA) model so that the assessment system is more authentic, measurable and in line with graduate learning outcomes. The research uses a qualitative-descriptive approach with documentation study techniques on curriculum documents, RPS, CPL, and CPMK, as well as other supporting documents. Data were analyzed using content analysis techniques by comparing curriculum components to OBE and OBA principles. The research results show that there is a mismatch between the evaluation system and the OBE principles in RPS PAI at ITB Indragiri, especially the dominance of cognitive assessments, the high use of paper assignments, attendance assessment as a component of achievement, and the lack of authentic assessments. Curriculum reconstruction produces an OBA model that integrates project-based learning, case-based learning, performance assessment, self and peer assessment, and e-portfolio. This model increases alignment between CPL, CPMK, learning strategies and assessments so that it is able to measure student competency more comprehensively and supports improving the quality of PAI learning in higher education. ABSTRAK Implementasi kurikulum Pendidikan Agama Islam (PAI) di perguruan tinggi masih menghadapi tantangan dalam menyelaraskan capaian pembelajaran dengan sistem asesmen. Meskipun kurikulum telah mengadopsi pendekatan Outcome-Based Education (OBE), evaluasi pembelajaran masih didominasi oleh ujian tertulis, tugas makalah, dan penilaian kehadiran sehingga belum sepenuhnya mampu mengukur ketercapaian kompetensi pengetahuan, keterampilan, dan sikap secara utuh. Penelitian ini bertujuan merekonstruksi kurikulum PAI berbasis OBE melalui model Outcome-Based Assessment (OBA) agar sistem penilaian lebih autentik, terukur, dan selaras dengan capaian pembelajaran lulusan. Penelitian menggunakan pendekatan kualitatif-deskriptif dengan teknik studi dokumentasi terhadap dokumen kurikulum, RPS, CPL, dan CPMK, serta dokumen pendukung lainnya. Data dianalisis menggunakan teknik analisis isi (content analysis) dengan membandingkan komponen kurikulum terhadap prinsip-prinsip OBE dan OBA. Hasil penelitian menunjukkan adanya ketidaksesuaian antara sistem evaluasi dengan prinsip OBE dalam RPS PAI di ITB Indragiri, terutama dominasi asesmen kognitif, tingginya penggunaan tugas makalah, penilaian kehadiran sebagai komponen capaian, serta minimnya asesmen autentik. Rekonstruksi kurikulum menghasilkan model OBA yang mengintegrasikan project-based learning, case-based learning, performance assessment, self and peer assessment, dan e-portfolio. Model tersebut meningkatkan keselarasan antara CPL, CPMK, strategi pembelajaran, dan asesmen sehingga mampu mengukur kompetensi mahasiswa secara lebih komprehensif serta mendukung peningkatan mutu pembelajaran PAI di perguruan tinggi.]]>
