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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) · pp. 287–301

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

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 75 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Universitas Islam Negeri Ar-Raniry
  • Malikussaleh University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Dedi Fazriansyah PutraAffiliation unknown2
Muhammad ArsyadUniversitas Halu Oleo1
Wardiman WardimanAffiliation unknown1
La Ode Muhammad ElwanUniversitas Halu Oleo1
Muhamad Samsul AlamAffiliation unknown1
Muhammad Arif Rahmad SyahputraAffiliation unknown1
WidyantoAffiliation unknown1
Syamsu RijalAffiliation unknown1
Nur Fadhillah MuhlisAffiliation unknown1
Andi Badli RompegadingAffiliation unknown1
Rizal IrfandiAffiliation unknown1
Muhammad ArafahAffiliation unknown1
Ahmad YaniAffiliation unknown1
Lia HastutiAffiliation unknown1
Saida RasnoviAffiliation unknown1
Cut Nanda DeviraAffiliation unknown1
Mardianti MardiantiAffiliation unknown1
Fachruddin AzmiAffiliation unknown1
Toni NasutionAffiliation unknown1
Khairul AnwarAffiliation unknown1
Saiful AkmalUniversitas Islam Negeri Ar-Raniry1
Faraha HamidiAffiliation unknown1
Ikhramah IsmedAffiliation unknown1
Abd Mujahid HamdanAffiliation unknown1
Ridha MaulanaAffiliation unknown1
T. Mulkan SafriAffiliation unknown1
Fitria GemasihAffiliation unknown1
Juniar AfridaAffiliation unknown1
Rian AfkarAffiliation unknown1
Rusydi RusydiAffiliation unknown1
Dinda Yulia DarsaAffiliation unknown1
Samsul BahriAffiliation unknown1
Cut Maulida RahmahAffiliation unknown1
Misbahul JannahMalikussaleh University1
Meriska AfryaniAffiliation unknown1
Arif NopriandaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (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>