<![CDATA[Objective: This study aims to develop and validate an instrument to evaluate the implementation of outcome-based education (OBE) curriculum in higher education by integrating the context, input, process, and product (CIPP) model. Method: The study used a research and development design that adapted the 4D model and was implemented until the development stage. The developed instrument consisted of 29 indicators distributed into four CIPP dimensions. Content validity was evaluated through expert judgment using Aiken's V, while empirical testing used partial least squares structural evaluation modeling (PLS-SEM). Evaluation of the measurement model included convergent validity, discriminant validity, and internal consistency reliability. Results: The four dimensions showed adequate content validity with an average Aiken's V above 0.80. Convergent validity was supported by the average variance extracted value of 0.631-0.756, while Cronbach's alpha of 0.900-0.946 and composite reliability of 0.926-0.956 indicated high internal consistency. The four dimensions have a strong and significant relationship with the evaluation construct, with the highest coefficient in the process dimension. Discriminant validity is met in most pairs of constructs, but empirical overlap is found between input and process, although all indicators have the highest cross loading on the measured construct. Novelty: This study produces a multidimensional instrument based on CIPP that expands the evaluation of the OBE curriculum from only measuring the achievement of learning outcomes to a diagnostic framework that integrates curriculum relevance, availability of supporting resources, implementation processes and achieved results to support the process of continuous quality improvement.]]>
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