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Negotiating Outcome-Based Education in Indonesian Islamic Higher Education: Aligning Competency and Faith

Jurnal Pendidikan Islam · Vol. 12 No. 2 (2026) · hlm. 287–301

DOI
10.15575/jpi.v12i2.48950
ISSN
2460-8149, 2355-4339
Terbit
2026-06-17
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

Outcome-Based Education (OBE) has been widely adopted to strengthen curriculum alignment, accountability, and graduate competencies. In the context of Islamic higher education (IHE), however, its implementation raises critical challenges in harmonizing competency-based learning outcomes with Islamic ethical and spiritual values. This study aims to explore how Indonesian IHE institutions interpret, negotiate, and implement OBE within their institutional contexts. This research employs a qualitative case study design. Data were collected through semi-structured interviews and document analysis involving 11 academic leaders and lecturers from eight IHE institutions. The findings reveal diverse interpretations of learning outcomes, tensions between national accreditation standards and Islamic educational principles, varying levels of lecturer readiness for student-centered learning, and unequal access to digital infrastructure. To address these challenges, institutions adopted strategies such as backward curriculum design, continuous quality assurance, integration of Islamic values into learning outcomes, enhancement of digital competencies, and partnerships with industry and community stakeholders. The study concludes that effective OBE implementation in IHE requires a contextualized and integrative approach. The implications highlight the need for curriculum models that embed Islamic values, strengthen lecturer professionalism, and supportive policy frameworks to advance the quality of Islamic education.

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9 penulis · 17 tautan kepenulisan bersama · 11 lintas organisasi

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  • Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
  • Hiroshima University
  • Universitas Halu Oleo
  • East West University
  • Politeknik Negeri Ujung Pandang
  • Universitas Muslim Indonesia
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Rekan penulisOrganisasiArtikel bersama
Muhammad BasriUniversitas Halu Oleo2
Farzana Sharmin Pamela IslamEast West University1
Ismail AnasPoliteknik Negeri Ujung Pandang1
Andi HudriatiUniversitas Muslim Indonesia1
Desy Satriyani TamrinAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Negotiating Outcome-Based Education in Indonesian Islamic Higher Education: Aligning Competency and Faith</dc:title>
	<dc:creator>Nasir, Muhammad</dc:creator>
	<dc:creator>Kawai, Norimune</dc:creator>
	<dc:creator>Rijal , Muhammad Khairul</dc:creator>
	<dc:creator>Paramma, Muhammad Azwar</dc:creator>
	<dc:subject xml:lang="en-US">Curriculum Development</dc:subject>
	<dc:subject xml:lang="en-US">Educational Reform</dc:subject>
	<dc:subject xml:lang="en-US">Graduate Competencies</dc:subject>
	<dc:subject xml:lang="en-US">Islamic Higher Education</dc:subject>
	<dc:subject xml:lang="en-US">Islamic Pedagogy</dc:subject>
	<dc:subject xml:lang="en-US">Outcome-Based Education</dc:subject>
	<dc:description xml:lang="en-US">Outcome-Based Education (OBE) has been widely adopted to strengthen curriculum alignment, accountability, and graduate competencies. In the context of Islamic higher education (IHE), however, its implementation raises critical challenges in harmonizing competency-based learning outcomes with Islamic ethical and spiritual values. This study aims to explore how Indonesian IHE institutions interpret, negotiate, and implement OBE within their institutional contexts. This research employs a qualitative case study design. Data were collected through semi-structured interviews and document analysis involving 11 academic leaders and lecturers from eight IHE institutions. The findings reveal diverse interpretations of learning outcomes, tensions between national accreditation standards and Islamic educational principles, varying levels of lecturer readiness for student-centered learning, and unequal access to digital infrastructure. To address these challenges, institutions adopted strategies such as backward curriculum design, continuous quality assurance, integration of Islamic values into learning outcomes, enhancement of digital competencies, and partnerships with industry and community stakeholders. The study concludes that effective OBE implementation in IHE requires a contextualized and integrative approach. The implications highlight the need for curriculum models that embed Islamic values, strengthen lecturer professionalism, and supportive policy frameworks to advance the quality of Islamic education.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2026-06-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/48950</dc:identifier>
	<dc:identifier>10.15575/jpi.v12i2.48950</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; Vol. 12 No. 2 (2026): Jurnal Pendidikan Islam; 287-301</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; Vol 12 No 2 (2026): Jurnal Pendidikan Islam; 287-301</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/48950/16600</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>