Maqasid as an Evaluative Lens for Outcome-Based Education Governance: A Qualitative Document Analysis
DOI:
https://doi.org/10.47945/create.v1i2.3485Keywords:
Islamic Higher Education, Maqasid Syariah, Outcome-Based Education, Qualitative Document AnalysisAbstract
Outcome-based education (OBE) promises alignment between learning outcomes, curriculum, assessment, and quality assurance, yet institutional documents may specify measurable outcomes more precisely than holistic educational purposes. This study examines how OBE is formally governed at UIN Siber Syekh Nurjati Cirebon and identifies the implications for Islamic higher education. Using qualitative document analysis, five publicly accessible institutional documents were examined: a curriculum guide, a programme template, a course-plan format, a monitoring-and-evaluation guide, and an internal quality audit report. Coding across five governance dimensions and cross-document comparison revealed a coherent chain from policy to audit, alongside an evidentiary asymmetry: measurable attainment and auditable procedures receive clearer operational guidance than claims about moral, spiritual, and developmental outcomes. The study therefore proposes a Maqasid-guided normative extension comprising teleological priority, evidentiary sufficiency, and inferential restraint. These safeguards are not presented as established institutional practice. Instead, they offer a way for curriculum and quality-assurance reviewers to distinguish useful indicators from claims requiring richer evidence. The findings underline the need to make documentary accountability proportionate to the educational purposes it is intended to serve
References
Adzidzah, N., & Yudiawan, A. (2025). Quality Assurance of Higher Education in the 5.0 Era: A Systematic Literature Review Identifying Current Trends and Future Prospects. Journal of Quality Assurance in Islamic Education, 5(1), 52–60. https://doi.org/10.47945/jqaie.v5i1.2326
Ahid, N., & Chamid, N. (2021). Implementation of Indonesian National Qualification Framework Based Curriculum in Higher Islamic Education. Jurnal Pendidikan Islam, 7(1), 109–122. https://doi.org/10.15575/jpi.v7i1.12425
Alfredo, R., Echeverria, V., Jin, Y., Yan, L., Swiecki, Z., Gašević, D., & Martinez-Maldonado, R. (2024). Human-centred learning analytics and AI in education: A systematic literature review. Computers and Education: Artificial Intelligence, 6(100215). https://doi.org/10.1016/j.caeai.2024.100215
Auda, J. (2022). Maqasid Methodology for Re-Envisioning Islamic Higher Education. Journal of Contemporary Maqasid Studies, 1(1), 32–57. https://doi.org/10.52100/jcms.v1i1.58
Baartman, L., Schilt, T. Van, & Vleuten, C. Van Der. (2022). Programmatic assessment design choices in nine programs in higher education. Frontiers in Education, 7(931980.). https://doi.org/10.3389/feduc.2022.931980
Barthakur, A., Kovanović, V., Dawson, S., & Deneen, C. C. (2024). The application of curriculum analytics for improving assessments and quality assurance in higher education. Australasian Journal of Educational Technology, 40(4), 20–37. https://doi.org/10.14742/ajet.9383
Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M., & Molloy, E. (2016). Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education, 545–556. https://doi.org/10.1080/13562517.2016.1160217
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Chanifah, N., Hanafi, Y., Mahfud, C., & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities. Higher Education Pedagogies, 6(1), 195–211. https://doi.org/10.1080/23752696.2021.1960879
Dai, D. W., Vu, T., Knoch, U., Lim, A. S., Malone, D. T., & Mak, V. (2024). Expanding Kane’s argument-based validity framework: What can validation practices in language assessment offer health professions education? Medical Education, 58(12), 1462–1468. https://doi.org/10.1111/medu.15452
Fanani, Moh. Z., & Wahab, M. R. N. F. (2026). From Learning Outcomes to Quality Assurance: Institutionalizing Outcome-Based Education in Indonesian Islamic Higher Education. Edudeena: Journal of Islamic Religious Education, 10(1). https://doi.org/10.30762/edudeena.v10i1.9673
Heeneman, S., H. de Jong, L., J. Dawson, L., J. Wilkinson, T., Ryan, A., R. Tait, G., Rice, N., Torre, D., Freeman, A., & P. M. van der Vleuten, C. (2021). Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher, 43(10). https://doi.org/10.1080/0142159X.2021.1957088
Krooi, M., Whittingham, J., & Beausaert, S. (2024). Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review. Studies in Educational Evaluation, 82(101360). https://doi.org/10.1016/j.stueduc.2024.101360
Lembaga Penjaminan Mutu IAIN Syekh Nurjati Cirebon. (2018). Pedoman monitoring dan evaluasi kurikulum dan pembelajaran. https://lpm.uinssc.ac.id/wp-content/uploads/2020/11/PANDUAN-MONEV-KURIKULUM-DAN-PEMBELAJARAN.pdf
Lembaga Penjaminan Mutu UIN Siber Syekh Nurjati Cirebon. (n.d.-a). Format RPS OBE UIN SSC . Retrieved October 24, 2026, from https://lpm.uinssc.ac.id/wp-content/uploads/Format-RPS-OBE-UINSSC.docx
Lembaga Penjaminan Mutu UIN Siber Syekh Nurjati Cirebon. (n.d.-b). Template buku kurikulum OBE UIN SSC. Retrieved October 24, 2026, from https://lpm.uinssc.ac.id/wp-content/uploads/Template-Buku-Kurikulum-OBE-UINSSC.docx
Lembaga Penjaminan Mutu UIN Siber Syekh Nurjati Cirebon. (2024). Laporan audit mutu internal 2024. https://lpm.uinssc.ac.id/wp-content/uploads/Laporan_AMI_2024-1.pdf.
Lembaga Penjaminan Mutu UIN Siber Syekh Nurjati Cirebon. (2025). Pedoman penyusunan kurikulum OBE UIN SSC. https://lpm.uinssc.ac.id/wp-content/uploads/Pedoman-Penyusunan-Kurikulum-OBE-UIN-SSC.pdf.
Loughlin, C., Baker, S. L.-, & Sand, Å. L.-. (2021). Reclaiming constructive alignment. European Journal of Higher Education, 11(2), 221–236. https://doi.org/10.1080/21568235.2020.1816197
Mahalingam, T. (2026). Program learning outcome assessment: a scalable framework for quality assurance in outcome-based education. Quality Assurance in Education, 34(2), 360–377. https://doi.org/10.1108/QAE-07-2025-0215
Mistamiruddin, E., & Nasri, N. M. (2024). Challenges in Integrating Outcome-Based Education (OBE) in Higher Education Institutions: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(4), 1135–1150. https://doi.org/10.6007/IJARPED/v13-i4/23378
Mufanti, R., Carter, D., & England, N. (2024). Outcomes-based education in Indonesian higher education: Reporting on the understanding, challenges, and support available to teachers. Social Sciences & Humanities Open, 9(100873). https://doi.org/10.1016/j.ssaho.2024.100873
Newby, L., & Cornelissen, L. (2025). A neutral toolkit? For a fundamental critique of constructive alignment. Teaching in Higher Education, 30(7), 1687–1702. https://doi.org/10.1080/13562517.2025.2465987
Raymond, J., Dai, D. W., & McAllister, S. (2025). The interpretation-use argument– the essential ingredient for high quality assessment design and validation. Advances in Health Sciences Education, 30, 1313–1332. https://doi.org/10.1007/s10459-024-10392-6
Republic of Indonesia. (2025). Peraturan Menteri Pendidikan Tinggi, Sains, dan Teknologi Nomor 39 Tahun 2025 tentang Penjaminan Mutu Pendidikan Tinggi. https://peraturan.bpk.go.id/Details/333967
Republic of Indonesia. (2026). Peraturan Menteri Pendidikan Tinggi, Sains, dan Teknologi Nomor 10 Tahun 2026 tentang Perubahan atas Peraturan Menteri Pendidikan Tinggi, Sains, dan Teknologi Nomor 39 Tahun 2025 tentang Penjaminan Mutu Pendidikan Tinggi. https://peraturan.bpk.go.id/Details/352678
Ruge, G., Tokede, O., & Tivendale, L. (2019). Implementing constructive alignment in higher education – cross-institutional perspectives from Australia. Higher Education Research & Development, 38(4), 833–848. https://doi.org/10.1080/07294360.2019.1586842
Sarkar, D., & Kurup, A. (2023). Outcome-based Education as Janus-faced Travelling Theory: Appeal for a Broader Research Agenda. Higher Education for the Future, 10(2), 139–152. https://doi.org/10.1177/23476311231173486
Sudirman, sudirman, Ramadhita, R., Bachri, S., & Whindari, Y. (2025). The transformation of state islamic higher education institutions into World-Class University: From globalisation to institutional values. Social Sciences & Humanities Open, 12(101705). https://doi.org/10.1016/j.ssaho.2025.101705
Sun, P. H., & Lee, S. Y. (2020). The Importance and Challenges of Outcome-Based Education a Case Study in a Private Higher Education Institution. Malaysian Journal of Learning and Instruction, 17(2), 253–278. https://doi.org/10.32890/mjli2020.17.2.9
Tsai, Y.-S., Perrotta, C., & Gašević, D. (2020). Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics. Assessment & Evaluation in Higher Education, 45(4), 554–567. https://doi.org/10.1080/02602938.2019.1676396
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Alwazir Abdusshomad
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
CREAT: Contemporary Research in Education and Teaching publishes all articles under the Creative Commons Attribution–ShareAlike 4.0 International License (CC BY-SA 4.0) . This licensing policy supports the principles of open access, scholarly communication, knowledge dissemination, academic collaboration, and the responsible reuse of published research.
The application of the CC BY-SA 4.0 license allows readers, researchers, educators, institutions, and other users to access, reuse, share, and adapt the scholarly works published by CREAT: Contemporary Research in Education and Teaching, subject to the terms and conditions of the license. The policy is intended to maximize the accessibility and impact of scholarly knowledge while ensuring that the contributions of the original authors and the journal are properly recognized.
Under the Creative Commons Attribution–ShareAlike 4.0 International License (CC BY-SA 4.0), users are granted permission to copy, reproduce, distribute, display, perform, remix, transform, and build upon the published material in any medium or format. These permissions may be exercised for both non-commercial and commercial purposes, provided that the applicable requirements of the license are fulfilled.
The license is designed to facilitate the broad dissemination and reuse of scholarly knowledge while maintaining appropriate attribution to the original author(s) and publication. Users are responsible for ensuring that their use of the material complies with the terms of the CC BY-SA 4.0 license and applicable laws.
The CC BY-SA 4.0 license permits users to undertake the following activities:
Share: Users may copy and redistribute the published material in any medium or format. This includes sharing the work through educational platforms, institutional repositories, academic databases, websites, digital libraries, and other lawful channels.
Adapt: Users may remix, transform, translate, modify, and build upon the published material for any purpose, including commercial purposes, provided that appropriate attribution is given and the resulting adapted material is distributed in accordance with the ShareAlike requirement.
These permissions are granted for the duration of applicable copyright and related rights, subject to compliance with the conditions of the CC BY-SA 4.0 license.
Any reproduction, distribution, reuse, adaptation, translation, or other permitted use of material published by CREAT: Contemporary Research in Education and Teaching must provide appropriate credit to the original author(s).
Attribution should identify, where reasonably practicable, the name of the author(s), the title of the work, the journal in which the work was published, and the original publication or source. Users should also provide a link to the original work when such a link is reasonably available.
Users must provide a link to the CC BY-SA 4.0 license and clearly indicate whether any changes were made to the original material.
Attribution may be provided in any reasonable manner appropriate to the medium, context, and method of reuse. However, attribution must not be presented in a manner that suggests that the original author(s), CREAT: Contemporary Research in Education and Teaching, or its publisher endorses the subsequent use, adaptation, or user.
A fundamental condition of the CC BY-SA 4.0 license is the ShareAlike requirement. When a user creates an adaptation, transformation, translation, remix, or other derivative work based on material published by CREAT: Contemporary Research in Education and Teaching, the resulting material must be distributed under the same CC BY-SA 4.0 license or under a license identified by Creative Commons as compatible with the ShareAlike requirement.
The ShareAlike requirement is intended to ensure that adaptations and derivative scholarly works remain available for further access, reuse, and development under terms that preserve the same essential freedoms granted by the original license.
Users may not distribute an adapted version under terms that prevent subsequent users from exercising the permissions granted by the applicable ShareAlike license.
Users may not apply legal terms, contractual conditions, digital rights management systems, technological protection measures, or other restrictions that legally prevent others from exercising the freedoms granted by the CC BY-SA 4.0 license.
Any redistribution or adaptation must preserve the rights and freedoms granted under the applicable license. Users are expected to avoid practices that unnecessarily restrict access to the licensed material or its lawful adaptations.
Authors retain copyright and other applicable rights in their scholarly works, subject to the terms of the publication agreement established with CREAT: Contemporary Research in Education and Teaching. Publication under the CC BY-SA 4.0 license does not, by itself, transfer copyright ownership from the author(s) to the journal.
The CC BY-SA 4.0 license provides the public with permissions to reuse and adapt the published work while preserving appropriate recognition of the original author(s). Authors remain responsible for ensuring that their submitted work complies with applicable copyright, intellectual property, ethical, and legal requirements.
Not all materials appearing within a published article are necessarily covered by the CC BY-SA 4.0 license. Third-party content, including photographs, figures, tables, instruments, datasets, illustrations, quotations, or other copyrighted materials, may be subject to separate copyright or licensing conditions.
Where third-party material is included in an article and is not covered by the journal's CC BY-SA 4.0 license, the applicable rights and licensing conditions should be identified appropriately. Users intending to reuse such material are responsible for determining whether additional permission is required and for obtaining authorization from the relevant rights holder when necessary.
Users are not required to comply with the CC BY-SA 4.0 license for material that is already in the public domain or where a particular use is permitted by an applicable copyright exception or limitation.
Such uses remain subject to the applicable laws, regulations, and legal provisions governing the material. The existence of the CC BY-SA 4.0 license does not eliminate or restrict rights that users may independently possess under applicable copyright law.
The CC BY-SA 4.0 license does not necessarily grant permission to use personal data, publicity rights, privacy rights, trademarks, patents, or other rights that may be relevant to a particular use of the published material. Users are responsible for determining whether additional rights or permissions are required for their intended use.
The license also does not constitute a warranty that all permissions necessary for every possible use have been granted. Users should independently evaluate the legal, ethical, and academic implications of their intended reuse.
Although the CC BY-SA 4.0 license permits extensive reuse and adaptation, all users are expected to maintain academic integrity and responsible scholarly practice. Reuse, translation, adaptation, redistribution, or incorporation of published material must not misrepresent the original authorship, research methodology, findings, interpretation, or conclusions.
Any substantial modification, translation, adaptation, or transformation of published material should be clearly identified so that readers can distinguish the original work from the subsequent contribution.
Users are encouraged to preserve accurate bibliographic information and provide sufficient attribution to enable readers to locate and consult the original publication.
The adoption of the CC BY-SA 4.0 license reflects the commitment of CREAT: Contemporary Research in Education and Teaching to open scholarly communication and the broad dissemination of research findings. The license enables researchers, educators, students, institutions, and practitioners to access and reuse published knowledge while preserving attribution and the continued openness of adapted works.
Through this licensing policy, the journal encourages legitimate educational, academic, research, and professional uses of its published content and supports the development of new knowledge and scholarly contributions based on previously published research.
The complete terms and conditions of the Creative Commons Attribution–ShareAlike 4.0 International License (CC BY-SA 4.0) are available through the official Creative Commons website:
Creative Commons Attribution–ShareAlike 4.0 International (CC BY-SA 4.0)
Users are encouraged to review the complete license terms before undertaking substantial reproduction, redistribution, adaptation, translation, commercial use, or other reuse of articles published by CREAT: Contemporary Research in Education and Teaching.
By publishing under the Creative Commons Attribution–ShareAlike 4.0 International License (CC BY-SA 4.0), CREAT: Contemporary Research in Education and Teaching supports open access, responsible scholarly communication, broad dissemination of research, educational reuse, academic collaboration, and the development of derivative scholarly works, while requiring appropriate attribution and preservation of the same licensing freedoms for adaptations.
The journal expects all authors, readers, researchers, educators, institutions, and other users to respect the terms of the CC BY-SA 4.0 license and to uphold the principles of academic integrity, transparency, responsible attribution, and ethical scholarly communication.
