<![CDATA[This research aims to examine the interconnection between curriculum, learning, and assessment as the foundation of outcome-oriented education within the framework of Outcome-Based Education (OBE). The study focuses on the conceptual relationship among these three components, their systemic integration in educational planning and implementation, and the factors influencing the effectiveness of their interconnection. This research employed a qualitative approach using a library research design. The data sources consisted of official policy documents, scientific journal articles, previous research findings, and reference books relevant to outcome-based curriculum, learning, and assessment. Data were collected through a systematic literature review, while data analysis was conducted using descriptive qualitative content analysis involving data reduction, data presentation, and conclusion drawing. The findings reveal that curriculum, learning, and assessment are interconnected components that constitute a unified system within the OBE framework. Their integration is reflected in the alignment among learning outcomes, instructional strategies, and assessment systems designed in a continuous manner. The effectiveness of this interconnection is influenced by the complexity of learning outcomes mapping, educators’ understanding of the OBE philosophy, and institutional factors, including organizational culture, leadership, and the availability of resources. Therefore, the success of outcome-oriented education largely depends on the consistent implementation of the interrelationship among curriculum, learning, and assessment as a continuous quality improvement cycle.]]>
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