<![CDATA[This study aims to analyze the alignment of Compulsory General Courses (MKWK) implementation standards with the fulfillment of Graduate Learning Outcomes (CPL) at the Kalimantan Institute of Technology (ITK) through document analysis and comparative literature synthesis. The research deployed a descriptive qualitative approach with content analysis methods toward the Semester Learning Plans (RPS) of Islamic Education, Pancasila, Civic Education, and Indonesian Language, alongside the institutional draft of Condensed CPL. The results indicate that, in general, the implementation of MKWK at ITK has successfully adopted the principles of Outcome-Based Education (OBE), particularly in Pancasila and Indonesian Language courses, which demonstrate high constructive alignment up to the Sub-CPMK level utilizing case-based and project-based methods tailored for engineering students. Nevertheless, the document review identified a taxonomy gap in the Islamic Education course, where the Sub-CPMK formulations remain dominated by general theoretical cognitive domains and lack specific focus on engineering professional ethics as mandated by CPL-4. In terms of curriculum administration post-Permendikbudristek No. 53 of 2023, inconsistencies in CPL coding across different RPS were observed due to the transition phase toward the institution's Condensed CPL format, alongside a structural misalignment regarding the semester placement of the Islamic Education course outside the first-year Joint Preparation Stage (TPB) cluster. Reconstructing the Sub-CPMK indicators for Islamic Education, standardizing a uniform CPL codification across all RPS documents, and restructuring the semester distribution are highly recommended strategic measures to optimize CPL attainment and holistic character building for ITK students.]]>
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