Transformasi Kurikulum Outcome-Based Education (OBE) Dalam Pedagogi Bahasa Arab Perguruan Tinggi
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Abstract
The global paradigm shift toward Outcome-Based Education (OBE) has encouraged a fundamental reorientation of Arabic language curricula in higher education, which has long been trapped in the dichotomy between grammatical and communicative competence. This library research aims to comprehensively analyze the methodological transformation and evaluation system of OBE-based Arabic language pedagogy through a systematic review of contemporary literature. Data were collected through documentation techniques by examining journal articles, books, proceedings, and policy documents published within the last ten years (2015–2025). The analysis was conducted using content analysis and thematic synthesis. The findings reveal that OBE reconstructs instructional design through three pillars: (1) the application of backward design that convergently aligns graduate profiles with Course Learning Outcomes, (2) a methodological transition toward active learning through Case-Based Method and Project-Based Learning integrated with digital media, and (3) evaluation reform from atomistic-cognitive assessment to authentic performance-based assessment through multidimensional descriptive rubrics. This study contributes a novel, tri-partite conceptual model that specifically mechanisms the integration of multi-dimensional descriptive rubrics with active digital-production workflows, a functional mechanism previously under-conceptualized in literature, for mainstreaming constructive alignment within Arabic language pedagogy in Islamic higher education ecosystems. Nevertheless, the literature also identifies challenges including psychological resistance of senior faculty, limitations of digital infrastructure, and heavy academic workloads in rubric formulation.
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