Integrative Alignment Model For OBE Curriculum Design In UIN SATU Tulungagung’s PAI Master’s Program
DOI:
https://doi.org/10.14421/skijier.2026.101.08Keywords:
Curriculum Evaluation, Outcome-Based Education (OBE), Integrative Aligment Model, Islamic Religious Education, Islamic Higher EducationAbstract
Islamic higher education institutions face challenges in developing Outcome-Based Education (OBE)-based curricula, particularly in aligning curriculum components while integrating Islamic values and global competencies. This study aims to evaluate the OBE-based curriculum of the Master’s Program in Islamic Religious Education at the Graduate School of UIN Sayyid Ali Rahmatullah Tulungagung using the Integrative Alignment Model. The study employed a qualitative evaluative approach. Data were obtained from curriculum development guidelines, curriculum documents, Semester Learning Plans (SLPs), and the academic handbook, and were analyzed through descriptive-interpretive document analysis. The findings reveal that the curriculum generally reflects OBE principles and demonstrates structural alignment among its components. It also shows conceptual coherence between Islamic values and global competency demands. However, this integration remains largely administrative and has not yet developed into deep pedagogical and epistemological alignment. This study contributes to the evaluation of OBE curricula in Islamic higher education by strengthening the Integrative Alignment Model. The findings suggest that constructive alignment should extend beyond structural consistency to include the substantive integration of Islamic values and global competencies across the curriculum. Accordingly, the study advances the concept of constructive alignment from structural alignment toward value-based deep alignment that is pedagogical, epistemological, and integrative.
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