Optimization of Islamic Religious Education Graduates Through

Outcome-Based Education

Sari Narulita

, Amaliyah

, Alfurqan

, Mushlihin

and Miftahul Jannah

Islamic Religious Education Department, Universitas Negeri Jakarta, Indonesia

Islamic Religious Education Department, Universitas Negeri Padang, Indonesia

Islamic Religious Education Department, STAI Nur Al-Ghazy, Indonesia

Keywords: Islamic Religious Education, Programme Learning Outcome, Outcome-Based Education.

Abstract: Until now, religion has been a guideline for most Indonesian people. This indicates that religion is the primary

consideration in behavior. On this basis, religious learning is compulsory at all levels of education; therefore,

forming religious teachers is necessary. Religious teachers are expected to understand religious material well

and be able to convey this understanding well according to the characteristics of students. This study further

explores the optimization of Islamic Religious Education graduates through the latest educational demands,

called OBE or outcome-based Education. The OBE curriculum emphasizes the sustainability of the learning

process in an innovative, effective, and interactive manner. So that students, in this case, prospective religious

teachers, can develop new skills that prepare them at a more global level.

1 INTRODUCTION

Indonesia has a religious society. It is ranked first

with the most religious society, beating other

countries. As many as 98% of Indonesian respondents

still consider religion necessary. (Pew Research

Center, 2020)

The role of religion in Indonesian society is

significant and profound because religion is

considered a moral and ethical foundation in daily

life. From 2007 to 2019, the concept of religion that

makes a person more moral was believed by 96 – 98

percent of respondents from Indonesia, so Indonesia

always occupies the top position as a country with a

religious society. (Pew Research Center, 2020)

Religious norms are often referenced when making

decisions and behaving in social life. Religion is the

coordinator of life and a guide for human life.

(Mahrani et al., 2024). Life guidance means that

religion can be a reference in behavior. This is in line

with the statement that behavior cannot be separated

from the values of the teachings embraced by a

https://orcid.org/0000-0003-4238-8157

https://orcid.org/0000-0002-1851-7863

https://orcid.org/0000-0002-4630-8479

https://orcid.org/0009-0000-4397-7071

https://orcid.org/0000-0002-1730-6407

person. (Wahid, 2004). Behavior is a set of actions or

actions of a person in responding to something and

then making a habit because of the value that is

believed. Behaviors or activities in individuals or

organisms do not arise by themselves but because of

the stimulus or stimulus that concerns them, namely

the urge to act to meet needs and achieve goals.

Additionally, religion provides the spiritual

support individuals need, especially in difficult times.

Religious rituals, prayers, and places of worship are

often a source of comfort and hope. Religion is not

only motives, values, ethics, and expectations in one's

life. (Mahrani et al., 2024)On that basis, religious

values are taught early and become integral to

shaping the character of responsible, disciplined, and

empathetic individuals.

Religion in Indonesia is spiritual and plays a broad

role in social, cultural, and political life. Therefore,

studying religion is mandatory at all school levels,

from elementary school to high school and college.

This refers to Indonesian State Law Number 20 of

2023 Article 13 point 1, which states, "Every student

Narulita, S., Amaliyah, , Alfurqan, , Mushlihin, and Jannah, M.

Optimization of Islamic Religious Education Graduates Through Outcome-Based Education.

DOI: 10.5220/0013413600004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 823-830

ISBN: 978-989-758-752-8

823

has the right to receive religious education by the

religion he adheres to and is taught by educators of

the same religion."

The statement "by educators of the same religion"

implies that the formation of educators who can teach

religion so that students can have a good

understanding is necessary. The educator in question

is an educator who can help students believe,

understand, appreciate, and practice the teachings of

Islam optimally through guidance, teaching, and

training activities. (Jaelani, 2022)Forming Islamic

religious educators or teachers in Indonesia is very

important because religious teachers have a

significant role in shaping and directing students'

moral, spiritual, and intellectual development.

Islamic religion teachers are responsible for

ensuring students have comprehensive religious

knowledge in worship, muamalah (social relations),

and other aspects of Islam. This helps students

understand Islam as a religion covering all aspects of

life, not just worship rituals. A qualified Islamic

religion teacher can help students sort out

information, understand Islam's teachings, and

answer questions related to contemporary religious

issues.

Islamic religious teachers also play a role in

instilling moral and ethical values in students. They

help students understand the religious teachings that

form good character, such as honesty, responsibility,

tolerance, and kindness to others. Islamic religious

teachers educate the younger generation to have good

morals and avoid damaging behavior. Effective

religious education helps students develop positive

behaviors and become individuals who contribute

positively to society.

In addition, in a country with a Muslim-majority

population like Indonesia, Islamic religious teachers

help strengthen students' religious identities. This is

important so that they understand and practice

religious teachings correctly and in a balanced way

and are not influenced by extreme views, which can

threaten the harmony and stability of society.

Religious teachers are role models who encourage the

practice of religious values in daily life, such as

helping each other, respecting differences, and

maintaining unity. Religious teachers are also

spiritual guides for students. They can help students

find answers to inner questions, deal with stress, and

build closeness to God.

It is crucial to form competent and qualified

Islamic religious teachers to support an education

system that is not only oriented towards science but

also forms human beings with faith, piety, and noble

character. Forming good religious teachers requires

formal education, pedagogical training, character

development, and a commitment to continuous

learning.

The primary thing that a good religious

teacher must have is a relevant educational

background. Prospective religious teachers must have

formal education in the Islamic religion, such as

graduating from the Islamic Religious Education

(IRE) study program at an accredited Islamic

university or higher education institution with an

explicit curriculum in forming Islamic religious

teachers. The curriculum in question is a curriculum

that contains graduate learning outcomes that ensure

that graduates have the necessary competencies to

become effective, professional, and integrity

religious educators. To ensure these achievements,

an educational approach that focuses on the end of

learning is better known as OBE (Outcome-Based

Education). (OBE) has an essential role in

determining Program Learning Outcomes (PLO).

OBE helps formulate Program Learning

Outcomes clearly, where each graduate is expected to

have specific competencies after completing the

educational program. PLO is an indicator of expected

outcomes, which includes the knowledge, skills, and

attitudes that graduates must have. In OBE, all

academic activities are directed to achieve specific

and measurable results. This allows educational

institutions to design more effective learning

programs. The curriculum based on the OBE ensures

that the desired core competencies (such as critical

thinking skills, communication skills, and field-

specific knowledge) are integrated into learning. With

the OBE approach, educational institutions can

identify areas that need improvement based on

evaluating learning outcomes. This helps improve the

quality of the learning and teaching process on an

ongoing basis. In addition, OBE ensures that

graduates have competencies relevant to the needs of

the world of work and society. CPL produced through

OBE is adjusted to competency standards recognized

by the industry or related profession.

OBE ensures that Program Learning Outcomes

(PLO) are designed and achieved effectively. This

approach helps to ensure that the educational process

is not only about knowledge transfer but also about

developing relevant and measurable abilities that

prepare students to play an active role in society and

the world of work. By focusing on precise results,

OBE makes the education system more directed,

transparent, and responsive to the needs of the times.

This article will provide a little overview of the

implementation of OBE in the Islamic Religious

Education Study Program at Public Universities.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

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2 RESEARCH METHODS

The researcher applied a qualitative method with a

case study design. The subject of this research is PLO

in the Islamic Studies Program at Public Universities,

especially the State University of Jakarta. Data

collection in this study uses Document Analysis and

observation. The data analysis techniques are

transcription and coding to analyze document data

and observations.

3 FINDINGS

The Program learning outcomes (PLO) in forming

Islamic religious teachers are designed to form

educators with high academic competence, strong

character, and the ability to contribute to schools and

society positively. Graduates must be ready to face

the challenges of modern education while still

prioritizing peaceful and inclusive Islamic teachings

and values. The Islamic Religious Education Study

Program plays a vital role in shaping prospective

teachers' character, morals, and tolerance towards

cultural and religious diversity in society. They are

the ones who will instill the same values in future

generations. The development of a curriculum based

on local wisdom in the IRE Study Program at State

Universities is expected to be able to increase

tolerance for differences to be able to live in harmony

in a global society, respect local culture, strengthen

religious identity, as well as reduce prejudice and

increase understanding of diversity. Students will

become more intelligent and open with this

curriculum based on local wisdom, inclusion, and

tolerance. They will appreciate cultural and religious

diversity, thus contributing to building a harmonious

and dignified society.(Narulita et al., 2024)

The ideal learning outcomes of Islamic Religion

Study Program graduates are those that contain

competencies that IRE graduates, including must

possess,

1. Scientific and Religious Competence,

including a comprehensive, in-depth

understanding of the principles of Islamic

religion, including the Qur'an, Hadith, Fiqh,

Aqidah, Morals, and History of Islamic

Civilization; analytical skills so that

graduates can analyze contemporary

religious issues and provide solutions based

on moderate and contextual Islamic thought

and master the relationship between Islamic

teachings and social, cultural, and

humanitarian sciences, to be able to integrate

religious teachings in various aspects of life.

2. Pedagogical and Didactic skills, namely,

graduates must be able to apply effective

teaching methods and strategies to convey

religious material in a clear, interesting, and

following student needs. Graduates are also

expected to be able to design a structured

and creative Learning Implementation Plan

and apply it in the teaching and learning

process in the classroom. They will also be

expected to master various evaluation

techniques to assess students' understanding

and development objectively and

holistically. (Bhandurge & Suryawanshi,

2024)

3. Communication and Social Relations Skills.

This is intended so religious teachers can

deliver material in the classroom and

interact with students, parents, and fellow

educators. Spiritual teachers can also

empathize and respond to student needs,

creating a comfortable and supportive

learning environment. In addition, with good

collaboration, graduates can work with

peers, religious leaders, and communities to

develop sustainable and inclusive religious

education.

4. Integrity and Professional Ethics. Graduates

are expected to be able to become role

models in morals and ethics by Islamic

teachings, both in the educational

environment and personal life, as well as

comply with the professional, ethical

standards of teachers, which include

responsibility, honesty, and fairness in

carrying out their duties as educators,

equipped with high discipline in carrying out

teaching duties and managing classes and

showing commitment to self-development

and lifelong learning.

5. Adaptability and Innovation. Graduates

must be able to utilize educational

technology in the teaching process,

including software, digital media, and online

learning resources. In addition, religious

teachers are expected to create creative

learning methods and materials to foster

students' interest and participation in

learning religion. For this reason, today's

religious teachers should adapt to changes,

be ready to face challenges and changes in

the world of education, and overcome

problems with relevant solutions.

Optimization of Islamic Religious Education Graduates Through Outcome-Based Education

825

6. Multicultural Understanding and Tolerance.

Religious teachers are expected to teach the

values of tolerance and understand the

importance of harmony between religions in

a plural society. In addition, they are

expected to promote healthy and

constructive dialogue about differences of

opinion in religious teachings.

7. Leadership and Self-Development.

Graduates must have leadership skills to

manage the classroom well, be a positive

role model for students, and commit to

continuous learning and competency

development through training, seminars, and

further education

8. Guidance and Counseling Skills. Religious

teachers should be able to provide spiritual

and moral guidance to students, assist them

in overcoming personal problems, and

provide advice that supports good character

development by seeing students as whole

individuals with academic, emotional, and

spiritual needs that need attention.

To ensure the achievement of PLO, the OBE

approach was prepared. The implementation of

Outcome-Based Education (OBE) in the study

program is carried out through various steps that

ensure that all elements of education are directed to

achieve the desired learning outcomes. The steps in

question are 1) Formulation of Program Learning

Outcomes; 2) Results-Based Curriculum Design by

establishing courses and learning materials designed

to support each other in meeting the set outcomes; 3)

Learning Planning and Implementation that focuses

on the active involvement of students and the

application of knowledge in practical situations.

Learning methods can include projects, case studies,

simulations, or group discussions; 4) The use of an

Outcome-Based Assessment designed to evaluate the

extent to which students have achieved PLO. This

includes formative and summative assessments that

align with the targeted learning outcomes; 5)

Continuous Evaluation and Feedback to measure the

effectiveness of the curriculum and teaching methods

in achieving PLO. Feedback from students, alums,

and other stakeholders is used to improve the

program; 6) Collaboration with Industry and

Stakeholders to ensure the relevance of PLO to real-

world needs. This collaboration can be in the form of

internships, industry visits, or guest lecturers; 7) Soft

Skills Development by including learning activities

that encourage the development of interpersonal,

communication, teamwork, and leadership skills; 8)

Continuous Monitoring and Improvement of the

effectiveness of the learning process and its results.

Learning outcome data is analyzed to improve the

curriculum and teaching methods.

Referring to the 2024 IRE UNJ Curriculum

Document, it is stated that the profile of IRE UNJ

graduates is an elaboration of the mission, vision, and

goals of the study program by considering input from

stakeholders, namely alums who work in the fields of

education and business, entrepreneurs, practitioners

in the field of education (schools), and practitioners

in the Business and Industrial World (DUDI) as well

as the Association of Islamic Religious Education

Study Programs (APPKI). The profile of graduates of

the IRE UNJ Study Program are IRE educators,

education experts, researchers in Islamic studies and

diversity, and entrepreneurs in the field of IRE. To

realize this, 5 (Five) Program Learning Outcomes are

compiled as follows,

1. Mastering knowledge in Islamic studies as

analytical material to answer current issues,

show religious attitudes, uphold human

values, and act as a citizen who loves the

homeland.

2. Apply education and understand themselves

as educators with professional responsibility

and ethics.

3. Able to communicate effectively in Arabic-

English and appreciate the diversity of

cultures, views, religions, and beliefs based

on Pancasila.

4. Able to apply the concept of sociology of

religion to analyze the phenomenon of

community diversity by using

interdisciplinary and multidisciplinary

approaches in Indonesian and global

contexts through research designs

accompanied by appropriate methodologies

5. Able to apply technology-based

entrepreneurial principles in the elements of

IRE Education and learning as well as

develop networks with mentors and

colleagues both inside and outside the

institution with a responsible attitude

Based on the Program Learning Outcomes,

courses are determined to meet the set outcomes with

the following mapping,

1. Courses related to Islamic and religious

studies are Islamic Religious Education,

Ulumul Quran, Qira'ah Al Qur'an, Fiqh,

Islamic Theology, Ulumul Hadith, Usul

Fiqh, Citizenship, Sufism, Masail Fiqhiyah,

Tafsir Maudhu'i, Hadith Maudhu'i,

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

826

Nusantara Ulama Thought, Basics of Social

Sciences, Practical Worship.

2. Courses related to Education and Education

are Student Development, Educational

Insights, Learning Theory, IRE Curriculum

Development, IRE Learning Planning, IRE

Learning Strategies, Basic IRE Teaching

Skills, IRE Material Review, IRE Learning

Evaluation, Islamic Education Management,

IRE Learning Technology Media,

Educational Sociology, Teaching

Competency Development, Teaching

Activity Practice, Teaching Material

Development, Media Development

Learning, Development of Learning

Instruments.

3. communication and cultural diversity

courses are Pancasila, Foundations of

Education, English Grammar, Arabic

Grammar, Indonesian, Communicative

Arabic, Philosophy of Religion,

Contemporary Arabic, Contemporary

English, and Intercultural Communication.

4. Interdisciplinary and multidisciplinary

courses related to IRE are Introduction to

Research Methodology, Philosophy of

Science, Logic and Reasoning, Religious

Studies, Big Data and Programming,

Statistics, Islamic Psychology, History of

Islamic Civilization, Islamic Studies

Methodology, IRE Research Methodology,

Sociology of Religion, Writing Manuscripts

and Articles, Proposal Seminars.

5. Courses related to entrepreneurship and

technology are Leadership and

Entrepreneurship, Media and Learning

Technology IRE.

The Learning Planning and Implementation

course focuses on students' active involvement and

application of knowledge in practical situations.

Learning methods can include projects, case studies,

simulations, or group discussions. Most IRE courses

are based on PBL (Problem-Based Learning) and

PjBL (Project-Based Learning), where students

understand the material by analyzing problems in the

field and creating projects to solve these problems.

To ensure this understanding, an Achievement-

Based Assessment is developed to evaluate the extent

to which students have achieved GLO. This includes

formative and summative assessments that align with

the targeted learning outcomes. The assessments

implemented in the IRE study program are based on

the learning process and outcomes. The learning

process assessment uses rubrics, while the learning

outcomes assessment uses portfolios.

The next step is continuous evaluation and

feedback to measure the effectiveness of the

curriculum and teaching methods in achieving GLO.

Feedback from students, alums, and other

stakeholders is used to improve the program.

Therefore, collaboration with Industry and

Stakeholders is needed to ensure the relevance of

CPL to real-world needs. The partnership in the IRE

Study Program was an internship as a teacher at

various public and private high schools in the DKI

Jakarta area.

To strengthen graduates' quality, Soft Skills

development is carried out by including learning

activities that encourage the development of

interpersonal skills, communication, teamwork, and

leadership. To support this, the learning process is

carried out by collaborative work in groups to take

turns presenting the results of their group discussions

to foster confidence and get used to interacting with

others. A religious teacher who has confidence when

interacting with students from different cultures and

the willingness to understand the primary language

and culture will be able to make IRE teachers and

lecturers understand the characteristics of students so

that they can determine suitable strategies so that

students can absorb learning well. (Narulita et al.,

2023)

The final step is monitoring and continuously

improving the effectiveness of the learning process

and its results. Learning outcome data is analyzed to

enhance the curriculum and teaching methods. This is

done every four (four) years with the support of the

University.

Applying the Outcome-Based Education (OBE)

principle in the curriculum of the Study Program

reflects a commitment to the quality of Education. It

maintains the relevance of the study program to the

needs of industry and society. Curriculum

formulation applies principles and practices such as

details in each course and learning activity, active

learning approach, use of technology, integration of

formative assessment, orientation to Outcome-Based

Education (OBE), curriculum structure oriented to

competency development, and application of content

relevant to the real world. The evaluation system

implemented aims to assess student achievement, as

well as ensure that the curriculum used is appropriate

and adequate and prepares graduates to succeed in

their careers and make a positive contribution to the

development of society. (Allo et al., 2024).

Optimization of Islamic Religious Education Graduates Through Outcome-Based Education

827

4 DISCUSSION

Outcome-based education (OBE) is an educational

approach that focuses on achieving specific learning

outcomes, such as the skills, knowledge, and attitudes

expected of students. (Joseph et al., 2024). In the

context of Islamic Religious Education (IRE),

implementing OBE can significantly impact

equipping prospective religious teachers with

relevant skills and competencies. Results-based

education ensures the clarity of the desired learning

outcomes, including the skills of understanding and

practicing worship such as tajwid, tafsir, and fiqh, the

implementation of Islamic moral values and

pedagogical competencies that a religious teacher

should possess; a religious teacher is given the ability

to be able to integrate Islamic values in various

subjects or the context of daily life.

Improving the skills of prospective religious

teachers through OBE is carried out through results-

based planning, student-centered learning, authentic

assessment, and soft-skill development of prospective

teachers. What is meant by results-based planning is

that teachers are taught to be able to design learning

plans with specific goals, such as forming students

with Islamic character, noble character, and a good

understanding of Islamic laws. They also learn using

measurable indicators of learning outcomes, such as

da'wah skills, the ability to analyze contemporary

issues in Islam, or mastery of creative learning

methods.

In the classroom, learning methods related to

OBE, namely Project-Based Learning and Problem-

Based Learning, encourage prospective teachers to

think critically when solving problems related to

Islamic education. They are trained to be facilitators

who encourage students to internalize Islamic values

independently, not just give instructions.

The most effective pedagogical approach to

teaching IRE through OBE is student-centered,

encourages relevant and meaningful learning

experiences, and ensures the achievement of learning

outcomes that include cognitive, affective, and

psychomotor aspects; an approach that focuses on

achieving specific and relevant learning outcomes,

while ensuring that students not only understand

religious teachings conceptually but are also able to

internalize and apply them in everyday life. By

combining project-based, problem-based, reflective,

and technology-based approaches, teachers can create

engaging learning experiences and reinforce Islamic

values in life.

The learning approaches used include Problem-

based learning which makes students able to observe

real problems that are relevant to Islamic values to be

analyzed and solved collaboratively; A reflective

approach that encourages students to reflect on the

understanding and application of Islamic values in

their lives; contextual approach, which enables

students to implement real-life understood theories;

Project-Based learning that involves students in

projects that allow them to explore, apply, and

practice Islamic values in real-world contexts; A

collaborative approach that enables students to learn

together in a team; experiential learning approach:

Where students learn from direct experience to

understand and practice Islamic values;

Differentiated Instruction approach, where students

learn according to the needs, interests, and abilities of

each student as well as technology-based learning,

namely using technological tools to support religious

learning.

Integrating technology into Islamic Religious

Education can increase student engagement, make

learning more interesting, and support learning

outcomes. Technology allows for teaching that is

more creative, interactive, and relevant to the needs

of students in the digital age. The characteristics of

current students who are very attached to technology

make students more interested in being able to learn

the material presented. The use of interactive media

in learning or even in assessments makes students

more excited. In addition, learning using LMS

(Learning Management System) allows students to

learn anywhere and anytime; platforms such as

Google Classroom, Moodle, or Schoology can be

used to deliver materials, assignments, and exams

online. In addition, technology-based evaluations

also increase student interest. Platforms like Kahoot,

Quizizz, or Google Forms can be used to hold

interactive quizzes. In addition, college students can

keep digital records of their religious learning, such

as reflective essays, project assignments, or worship

reports.

Technology has great potential to make religious

learning more engaging, relevant, and effective.

Teachers can create immersive and enjoyable

learning experiences using interactive media,

gamification, VR, and LMS. However, successful

technology integration requires teacher training,

adequate access, and an ethical approach to ensure

technology supports religious learning without

sacrificing the essence of Islamic values.

In learning evaluation, prospective religious

teachers focus on real applications, such as

microteaching, which assesses the ability of

prospective teachers to teach Islamic values.

Portfolios, reflections, or case studies evaluate their

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

828

understanding of religious issues and how to solve

them with an Islamic approach.

In the framework of OBE, the evaluation of

Islamic religious education outcomes is designed to

ensure that students achieve targeted learning

outcomes that include cognitive, affective, and

psychomotor aspects. In the context of Islamic

Religious Education (IRE), the evaluation must

reflect the holistic learning objectives of IRE,

including knowledge, attitudes, and skills. Written

and oral assessments for knowledge level assessment,

observation and reflection for attitude assessment,

and practical demonstrations for skill assessment can

carry out Evaluation Methods. The assessment

approach includes tasks that reflect real-life

situations, such as projects, portfolios, or simulations.

Implementing OBE in higher education is an

innovation that will help form prospective religious

teachers who can measure measurable learning

outcomes relevant to the content of Islamic religious

education. However, its application in schools has

challenges related to resource variation, teacher

readiness, and socio-cultural complexity. Many

religious teachers do not fully understand the concept

of OBE, such as how to design measurable and

relevant learning outcomes for Islamic Religious

Education. Teacher training in implementing OBE is

often uneven, especially in remote areas, making it

challenging to develop appropriate results-based

curricula. This makes religious teachers accustomed

to the lecture method and tend to find it difficult to

switch to a student-centered approach in OBE. With

the implementation of OBE in higher education, it is

hoped that students will be able to understand the

concept of OBE and share these experiences with

their peers at school.

Another problem that makes OBE challenging to

implement is limited resources. Some schools do not

have supporting facilities, such as technology,

libraries, or interactive classrooms that support OBE

learning. In addition, the lack of technology-based

learning media or material sources relevant to the

OBE curriculum is another obstacle. This happens

because schools in urban areas have better access to

resources than schools in rural or remote areas.

However, with the creativity of students who have

understood OBE, the development of teaching

materials and learning media can still be developed

even in a simple way, but still effective. Simple

technology, such as mobile phones or free

applications, can still support learning.

Another challenge that OBE faces in its

implementation is the diversity of student ability

levels. Students may have very different levels of

ability and understanding within a class, making it

difficult to achieve uniform learning outcomes. This

becomes even more difficult when some students are

less motivated to actively engage in outcome-based

learning, especially if this method feels new or

different from their previous learning experience.

Therefore, students who understand OBE are directed

to be able to differentiate learning to adjust to

students' ability levels and develop approaches that

motivate students through discussions, projects, or

activities that are relevant to their lives.

Another challenge in implementing OBE in

Islamic religious learning in Indonesia is the diversity

of religions and cultures that often affect the way PAI

is taught, making it challenging to design universal

learning outcomes. In addition, if not appropriately

managed, OBE-based religious learning that raises

interfaith issues or multiculturalism can cause

resistance from the community or parents. For this

reason, adapting learning to the local context without

sacrificing inclusive values is an alternative so that

the implementation of OBE can run well.

Wider stakeholder involvement ensures that the

implementation of OBE in religious education is

relevant and functional. Teachers provide practical

perspectives, students reflect on the approach's

effectiveness, and administrators support

implementation with policies and resources. This

collaboration creates synergies to overcome

challenges, such as resource gaps or diversity of

needs, while maximizing the potential of OBE in

shaping a generation of religious educators who are

competent, relevant, and ready to face real-world

challenges.

The involvement of all relevant parties ensures

that the implementation of OBE is appropriate,

sustainable, and contextual to real needs in religious

education. Religious teachers are the primary

implementers of the OBE curriculum in the

classroom, so their views are crucial to ensure

implementation success. They have insight into

operational bottlenecks in the field, such as resource

availability, student ability gaps, and classroom

dynamics. Teachers can try new methods, such as

project-based or reflective learning, to internalize

religious values, and experienced teachers can guide

prospective religious educators to understand the

actual application of OBE.

Students are central to the OBE approach, so their

experience is a key indicator of its success. Through

reflection and self-assessment, students can provide

insights into how effective the OBE method is in

helping them understand and internalize religious

values.

Optimization of Islamic Religious Education Graduates Through Outcome-Based Education

829

School administration supports OBE

implementation through policies, resource provision,

and teacher capacity building. They are crucial in

bridging teachers, students, and communities to

ensure effective implementation. Administrators can

encourage the experimentation of new methods, such

as integrating technology into religious education or

community-based learning, and they can set up

holistic evaluation mechanisms to ensure that OBE

truly supports religious learning goals.

In addition, parents also play a role in providing

moral and material support in religious learning at

home and feedback on changes in student behavior

due to the OBE approach. Religious communities

support the University in delivering real learning

experiences and authentic context for religious

learning relevant to the local community.

Government and Non-Profit Institutions support

teacher training, curriculum development, and

research on the effectiveness of OBE in religious

education; they also provide additional policy

guidance and resources for OBE implementation.

5 CONCLUSIONS

Implementing OBE (Outcome-based Education)

requires collaboration with various parties: A

curriculum team that can compile learning outcomes

and competencies of graduates according to the needs

of the community and the world of work, lecturers

who can adjust materials and methods that are by the

characteristics of students and the competencies

needed; Alumni who are willing to provide

productive input for the benefit and goodness of the

study program and the business world which offers

opportunities for graduates to develop. With good

collaboration, effective religious teachers who can

give students a good understanding of Islamic

teachings are necessary.

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