Implementation of Outcome Based Education (OBE) Principles in the Curriculum of the English Education Study Program at a Higher Education in Toraja
Keywords:
Implementation, Outcome Based Education (OBE) Principles, Curriculum
Abstract
The aim of this study is to elaborate how the implementation of the principles of Outcome-Based Education (OBE) in the curriculum of the English Education Study Program at Universitas Kristen Indonesia Toraja. The researchers applied qualitative methods with a case study design. The subjects of this study were five representative lecturers from the Research Group of the English Education Study Program, they were selected using purposive sampling techniques. Data collection in this study used observation and interview. The data analysis techniques used were transcription and coding to analyze observational data, while interviews were analyzed using thematic analysis. The results of this study confirm that the implementation of the principles of Outcome-Based Education (OBE) in the curriculum of the English Language Education Study Program UKI Toraja Indonesia is as follows: 1) The PEO preparation process not only reflects a commitment to the quality of education, but also maintains the relevance of the study program to the needs of industry and society in general, 2) PLO is described in detail and hierarchically, covering various aspects of skills and knowledge relevant to the study of English Language Education, as well as accommodating the specific needs of the intended field of study, 3) Curriculum formulation applies the principles and practices such as details on each course and learning activities, active learning approach, use of technology, integration of formative assessment, orientation to Outcome-Based Education (OBE), curriculum structure oriented to competency development, and the application of real-world relevant content. 4) The evaluation system implemented not only aims to assess student achievement, but also to ensure that their curriculum is relevant, effective, and prepares graduates to succeed in their careers and make a positive contribution to the development of society.
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References
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Heale, R., & Twycross, A. (2018). What is a case study? Evidence-Based Nursing, 21(1), 7–8. https://doi.org/10.1136/eb-2017-102845
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Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36–53. https://doi.org/10.1016/J.COMPEDU.2015.09.005
Hewitt-Taylor, J. (2001). Use of constant comparative analysis in qualitative research. Nursing Standard (through 2013), 15(42), 39–42. https://search.proquest.com/openview/6ee38173e91642bb31a5d2ffae54ea5a/1?pq-origsite=gscholar&cbl=30130
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Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32. https://doi.org/10.1002/SCE.20240
Leon, R. – D. (2017). Developing Entrepreneurial Skills. An Educational and Intercultural Perspective. Journal of Entrepreneurship, Management and Innovation, 13(4), 97–121.
Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974/ASSET/IMAGES/LARGE/10.1177_1529100620973974-FIG1.JPEG
López-Pernas, S., & Saqr, M. (2024). How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement: A complex systems theory approach. Computers in Human Behavior, 153. https://doi.org/10.1016/J.CHB.2023.108126
Ma, Y., Cain, K., & Ushakova, A. (2024). Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement. Computers and Education, 214. https://doi.org/10.1016/J.COMPEDU.2024.105025
Madin, Z., Aizhana, A., Nurgul, S., Alma, Y., Nursultan, S., Al Ayub Ahmed, A., & Mengesha, R. W. (2022). Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation. Education Research International, 2022. https://doi.org/10.1155/2022/8789773
Peppler, K., Huang, J., Richey, M. C., Ginda, M., Börner, K., Quinlan, H., & Hart, A. J. (2020). Key principles for workforce upskilling via online learning: a learning analytics study of a professional course in additive manufacturing. https://arxiv.org/abs/2008.06610v1
Pereira, D., Flores, M. A., & Niklasson, L. (2016). Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education, 41(7), 1008–1032. https://doi.org/10.1080/02602938.2015.1055233
Premalatha, K. (2019). Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review. Journal of Education, 199(3), 111–127. https://doi.org/10.1177/0022057419854351
Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5(1), 8–15. https://www.academia.edu/download/48403395/A_Study_on_Purposive_Sampling_Method_in_Research.pdf
Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418
Setiono, S., Windyariani, S., Pendidikan, A. J.-J., & 2023, undefined. (2023). Implementasi Sistem Penilaian Berbasis Oucome Based Education di Perguruan Tinggi. Unimuda.e-Journal.IdS Setiono, S Windyariani, A JuhandaJurnal Pendidikan, 2023•unimuda.e-Journal.Id, 11(1). https://unimuda.e-journal.id/jurnalpendidikan/article/view/2617
Spady, W. (1994). Outcome-Based Education: Critical Issues and Answers. https://eric.ed.gov/?id=ED380910
Stelzenmüller, V., Cormier, R., Gee, K., Shucksmith, R., Gubbins, M., Yates, K. L., Morf, A., Nic Aonghusa, C., Mikkelsen, E., Tweddle, J. F., Peccu, E., Kannen, A., & Clarke, S. A. (2021). Evaluation of marine spatial planning requires fit for purpose monitoring strategies. Journal of Environmental Management, 278, 111545. https://doi.org/10.1016/J.JENVMAN.2020.111545
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: a review1. Assessment & Evaluation in Higher Education, 30(4), 325–341. https://doi.org/10.1080/02602930500099102
Suryani, A. (2008). Comparing case study and ethnography as qualitative research approaches. Jurnal Ilmu Komunikasi, 5(1), 117–128. https://ojs.uajy.ac.id/index.php/jik/article/view/221
Thanh, N. C., & Thanh, T. T. Le. (2015). The interconnection between interpretivist paradigm and qualitative methods in education. American Journal of Educational Science, 1(2), 24–27. https://www.academia.edu/download/39296289/70380008.pdf
Underwood, T. (1998). The Consequences of Portfolio Assessment: A Case Study. Educational Assessment, 21(1), 147–194. https://doi.org/10.1207/S15326977EA0503_2
Akiha, K., Brigham, E., Couch, B. A., Lewin, J., Stains, M., Stetzer, M. R., Vinson, E. L., & Smith, M. K. (2018). What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level. Frontiers in Education, 2. https://doi.org/10.3389/FEDUC.2017.00068
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/A0021017
Asim, H., Vaz, A., & Ahmed, A. (2021). A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System. International Education Studies, 14(2), 1–11. https://doi.org/10.5539/ies.v14n2p1
Bahous, R., & Nabhani, M. (2011). Assessing education program learning outcomes. Educational Assessment, Evaluation and Accountability, 23(1), 21–39. https://doi.org/10.1007/S11092-010-9112-0/TABLES/1
Braun, V. , & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. https://books.google.com/books?hl=id&lr=&id=DLbBDQAAQBAJ&oi=fnd&pg=PP1&dq=Creswell+JW,+Poth+CN.+Qualitative+inquiry+and+research+design:+Choosing+among+five+approaches:+Sage+publications%3B+2016.&ots=-io068LRTw&sig=R1K5HC2stAF_r5dklnJzPR2Jo3I
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications. https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Creswell+JW%2C+Clark+P%2C+V.L.+.+Designing+and+conducting+mixed+methods+research.+second+ed.+Thousand+Oaks%2C+CA%3A+Sage%3B+2010.&btnG=
Davis, J. M. (2016). Toward a Capacity Framework for Useful Student Learning Outcomes Assessment in College Foreign Language Programs. The Modern Language Journal, 100(1), 377–399. https://doi.org/10.1111/MODL.12319
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://www.academia.edu/download/55796997/Comparison_Convenience_and_Purposive_Sampling-2016_4p.pdf
Gedye, S., & Beaumont, E. (2018). “The ability to get a job”: student understandings and definitions of employability. Education and Training, 60(5), 406–420. https://doi.org/10.1108/ET-10-2017-0159/FULL/XML
Gerring, J. (2017). Qualitative Methods. Annual Review of Political Science, 20, 15–36. https://doi.org/10.1146/ANNUREV-POLISCI-092415-024158
Han, R., Alibakhshi, G., Lu, L., & Labbafi, A. (2024). Digital communication activities and EFL learners’ willingness to communicate and engagement: Exploring the intermediate language learners’ perceptions. Heliyon, 10(3). https://doi.org/10.1016/J.HELIYON.2024.E25213
Harden, R. M., Crosby, J. R., Davis, M. H., & Friedman, M. (1999). AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher, 21(6), 546–552. https://doi.org/10.1080/01421599978951
Heale, R., & Twycross, A. (2018). What is a case study? Evidence-Based Nursing, 21(1), 7–8. https://doi.org/10.1136/eb-2017-102845
Heilporn, G., Raynault, A., & Frenette, É. (2024). Student engagement in a higher education course: A multidimensional scale for different course modalities. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/J.SSAHO.2023.100794
Katawazai, R. (2017). Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges. Cell.ComR KatawazaiHeliyon, 2021•cell.Com. https://doi.org/10.1016/j.heliyon.2021.e07076
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36–53. https://doi.org/10.1016/J.COMPEDU.2015.09.005
Hewitt-Taylor, J. (2001). Use of constant comparative analysis in qualitative research. Nursing Standard (through 2013), 15(42), 39–42. https://search.proquest.com/openview/6ee38173e91642bb31a5d2ffae54ea5a/1?pq-origsite=gscholar&cbl=30130
Husein, M. F., Khaerani, N. M., & Anamila, K. (2022). Evaluasi kesesuaian prinsip-prinsip Outcome Based Education (OBE) dalam kurikulum UIN Sunan Kalijaga. https://digilib.uin-suka.ac.id/id/eprint/56008/
Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32. https://doi.org/10.1002/SCE.20240
Leon, R. – D. (2017). Developing Entrepreneurial Skills. An Educational and Intercultural Perspective. Journal of Entrepreneurship, Management and Innovation, 13(4), 97–121.
Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974/ASSET/IMAGES/LARGE/10.1177_1529100620973974-FIG1.JPEG
López-Pernas, S., & Saqr, M. (2024). How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement: A complex systems theory approach. Computers in Human Behavior, 153. https://doi.org/10.1016/J.CHB.2023.108126
Ma, Y., Cain, K., & Ushakova, A. (2024). Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement. Computers and Education, 214. https://doi.org/10.1016/J.COMPEDU.2024.105025
Madin, Z., Aizhana, A., Nurgul, S., Alma, Y., Nursultan, S., Al Ayub Ahmed, A., & Mengesha, R. W. (2022). Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation. Education Research International, 2022. https://doi.org/10.1155/2022/8789773
Peppler, K., Huang, J., Richey, M. C., Ginda, M., Börner, K., Quinlan, H., & Hart, A. J. (2020). Key principles for workforce upskilling via online learning: a learning analytics study of a professional course in additive manufacturing. https://arxiv.org/abs/2008.06610v1
Pereira, D., Flores, M. A., & Niklasson, L. (2016). Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education, 41(7), 1008–1032. https://doi.org/10.1080/02602938.2015.1055233
Premalatha, K. (2019). Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review. Journal of Education, 199(3), 111–127. https://doi.org/10.1177/0022057419854351
Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5(1), 8–15. https://www.academia.edu/download/48403395/A_Study_on_Purposive_Sampling_Method_in_Research.pdf
Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418
Setiono, S., Windyariani, S., Pendidikan, A. J.-J., & 2023, undefined. (2023). Implementasi Sistem Penilaian Berbasis Oucome Based Education di Perguruan Tinggi. Unimuda.e-Journal.IdS Setiono, S Windyariani, A JuhandaJurnal Pendidikan, 2023•unimuda.e-Journal.Id, 11(1). https://unimuda.e-journal.id/jurnalpendidikan/article/view/2617
Spady, W. (1994). Outcome-Based Education: Critical Issues and Answers. https://eric.ed.gov/?id=ED380910
Stelzenmüller, V., Cormier, R., Gee, K., Shucksmith, R., Gubbins, M., Yates, K. L., Morf, A., Nic Aonghusa, C., Mikkelsen, E., Tweddle, J. F., Peccu, E., Kannen, A., & Clarke, S. A. (2021). Evaluation of marine spatial planning requires fit for purpose monitoring strategies. Journal of Environmental Management, 278, 111545. https://doi.org/10.1016/J.JENVMAN.2020.111545
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: a review1. Assessment & Evaluation in Higher Education, 30(4), 325–341. https://doi.org/10.1080/02602930500099102
Suryani, A. (2008). Comparing case study and ethnography as qualitative research approaches. Jurnal Ilmu Komunikasi, 5(1), 117–128. https://ojs.uajy.ac.id/index.php/jik/article/view/221
Thanh, N. C., & Thanh, T. T. Le. (2015). The interconnection between interpretivist paradigm and qualitative methods in education. American Journal of Educational Science, 1(2), 24–27. https://www.academia.edu/download/39296289/70380008.pdf
Underwood, T. (1998). The Consequences of Portfolio Assessment: A Case Study. Educational Assessment, 21(1), 147–194. https://doi.org/10.1207/S15326977EA0503_2
Published
30-03-2024
How to Cite
Markus Deli Girik Allo, Elim Trika Sudarsi, & Nilma Taula’bi’. (2024). Implementation of Outcome Based Education (OBE) Principles in the Curriculum of the English Education Study Program at a Higher Education in Toraja. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(2), 1379-1391. https://doi.org/10.30605/onoma.v10i2.3505
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