Perencanaan Pembelajaran Pendidikan Agama Islam Berbasis Outcome-Based Education : Tantangan Strategi, dan Model Implementasi

Abstract

The transformation of higher education toward Outcome-Based Education (OBE) requires a paradigm shift in instructional design, including for courses in Islamic Religious Education (PAI). Instructional design is no longer focused on the delivery of content but is directed toward achieving graduate learning outcomes through the alignment of learning outcomes, instructional strategies, content, and assessment. However, the implementation of OBE in PAI instructional design still faces various challenges, such as lecturers’ limited understanding of the principle of constructive alignment, the formulation of Course Learning Outcomes (CLOs) that are not yet measurable, the selection of learning strategies that are not yet fully student-centered, and the development of assessments that do not yet fully reflect competency attainment. This article aims to analyze the challenges of implementing OBE in PAI instructional planning and to formulate implementation strategies that can support the creation of effective, adaptive, and learning-outcome-oriented instruction. The study employs a qualitative approach using the library research method, analyzing various scientific literature, policy documents, and relevant research findings through content analysis. The results of the study indicate that the successful implementation of OBE in PAI instructional planning is determined by the integration of the formulation of learning outcomes, the organization of essential content, the selection of active learning strategies, the development of authentic assessments, and the implementation of continuous evaluation and improvement. Based on a synthesis of the findings, this article proposes a conceptual model for OBE-based PAI instructional planning that integrates the principle of constructive alignment as a guideline for developing the Semester Instructional Plan (RPS).