Optimizing Graduate Learning Outcomes Assessment through an Outcome-Based Education Framework in SIAKAD STAIN Majene
DOI:
https://doi.org/10.61255/jupiter.v4i4.1550Keywords:
Optimization, Learning Outcames Assessment, Academic Information SystemAbstract
This study aims to analyze the optimization of the Graduate Learning Outcomes (CPL) assessment system through the Outcome-Based Education (OBE) Module at SIAKAD STAIN Majene, identify the factors that affect its implementation, and formulate an optimization strategy to support academic quality assurance. A descriptive qualitative approach was used, involving the head of the study program selected by purpose, SIAKAD operator, and lecturers. Data was collected through observation, in-depth interviews, and documentation, and analyzed using the interactive models of Miles, Huberman, and Saldaña, supported by triangulation of sources and methods and member examinations. The findings show that the utilization of the CPL assessment system is quite optimal but has not been implemented comprehensively, as only three out of twelve study programs have implemented an OBE-based curriculum and activated the OBE Module. The optimization is influenced by three interrelated dimensions: structural factors related to incomplete CPL-CPMK mapping, personal factors related to the understanding and competence of lecturers in OBE, and institutional factors involving coordination, quality standards, curriculum assistance, and human resources. Two complementary strategies are proposed: a conceptual strategy through strengthening a consortium of lecturers and an institutional strategy through the establishment of CPL assessment quality standards and strengthening human resources related to the curriculum. This study concludes that the effective optimization of SIAKOD-based CPL assessments requires the integration of technological functionality with curriculum readiness, lecturer competence, and sustainable institutional governance. This study provides an integrated optimization framework for the context of PTKIN by linking the implementation of the OBE Module, structural–personal–institutional determinants, and conceptual–institutional strategies to strengthen internal quality assurance and continuous curriculum improvement.
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