Pendekatan Outcome Based Education (OBE): Sintesis Model Pengembangan Kurikulum di Perguruan Tinggi
DOI:
https://doi.org/10.58192/sidu.v5i1.5026Keywords:
Curriculum Development, Higher Education, Learning Outcomes, Outcome-Based Education (OBE), Quality AssuranceAbstract
The implementation of Outcome Based Education (OBE) has become a primary paradigm in curriculum transformation in higher education to address competency challenges in the global era. This article aims to synthesize various OBE-based curriculum development models and analyze their implementation effectiveness in improving graduate learning outcomes. This research uses a literature study method with a qualitative-descriptive approach through analysis of various policy literature, curriculum theories, and best practices at the university level. The synthesis results indicate that OBE-based curriculum development requires a shift in focus from content-based to learner-centered, oriented towards learning outcomes. An effective development model encompasses four main dimensions: (1) establishing a graduate profile aligned with the needs of the workforce, (2) formulating measurable Learning Outcomes, (3) designing participatory learning strategies, and (4) a comprehensive competency-based assessment system. This article also identifies that the success of OBE implementation is highly dependent on institutional commitment, the readiness of lecturers to assume the role of facilitator, and a sustainable internal quality assurance system. The results of this study provide a theoretical and practical framework for higher education administrators in developing relevant, adaptive, and internationally standardized curricula.
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