Implementation of the Outcome-Based Education Curriculum in the Educational Statistics Course: A Qualitative Study in the English Language Teaching Study Program at IAIN Sorong

Mulyono; Nurul Mutia

doi:10.56741/IISTR.jpes.002299

Authors

Mulyono
mulyonosmk@gmail.com
Institut Agama Islam Negeri Sorong https://orcid.org/0009-0008-6702-5030
Nurul Mutia Institusi Agama Islam Negeri https://orcid.org/0009-0003-9395-7943

Keywords:

Constructive Alignment, Educational Statistics, English Language Teacher, Outcome-Based Education, Qualitative Case Study

Abstract

Outcome-Based Education (OBE) positions intended learning outcomes as the reference point for curriculum planning, teaching, and assessment in higher education. This study describes how the OBE curriculum is enacted in the Educational Statistics course of the English Language Teaching Study Program at Institut Agama Islam Negeri (IAIN) Sorong and how students, the course lecturer, and the study programme coordinator perceive its contribution to learning. A descriptive qualitative design with a single instrumental case orientation was employed. Data were generated through analysis of curriculum documents, including graduate learning outcomes, the CPL–CPMK mapping matrix, the semester learning plan, and assessment rubrics; non-participant classroom observation; and semi-structured interviews with purposively selected participants. Data were analysed using Braun and Clarke’s six-phase reflexive thematic analysis. Trustworthiness was strengthened through methodological and source triangulation, member checking, peer debriefing, reflexive memos, and an audit trail. Six themes were constructed: outcome-referenced planning and documented alignment; student-centred learning; contextualisation of statistical content within English language teaching and Islamic education; continuous, outcome-referenced assessment; perceived learning and a shift from grades to competence; and heterogeneous prior mathematical preparation as the principal implementation challenge. Because the design generated no pre-test, post-test, or achievement data, no measurable or causal improvement is claimed. The study contributes contextualised constructive alignment principles for quantitative service courses in Islamic higher education and distinguishes documented alignment from enacted alignment as an object of curriculum evaluation. These findings offer practical implications for curriculum design, assessment, and course-level OBE evaluation.

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Author Biographies

Mulyono, Institut Agama Islam Negeri Sorong

is a lecturer at Sekolah Tinggi Agama Islam Negeri (STAIN) Sorong, Indonesia. His academic interests include Islamic education, instructional media, educational technology, environmental education, and student-centred learning. He has contributed to research and community-service activities addressing technology-enhanced learning, literacy and numeracy, quality assurance, and pro-environmental behaviour. His scholarly work reflects an interdisciplinary interest in improving educational practice through relevant learning strategies and contextual educational innovation. (email: mulyonosmk@gmail.com).

Nurul Mutia , Institusi Agama Islam Negeri

is affiliated with Institut Agama Islam Negeri (IAIN) Sorong, Southwest Papua, Indonesia. Her academic interests include English language teaching, curriculum implementation, Outcome-Based Education, educational assessment, and quantitative learning in higher education. Her scholarly work focuses on improving teaching quality through curriculum alignment, student-centred learning, and contextually relevant instructional practices. She is also interested in curriculum evaluation and the integration of educational innovation within Islamic higher education. (email: dwimutia2465@gmail.com).

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