DEVELOPMENT OF AN OUTCOME-BASED EDUCATION CURRICULUM: INNOVATIVE, ADAPTIVE, AND COLLABORATIVE) IN THE DOCTORAL PROGRAM OF CHRISTIAN EDUCATIONAL MANAGEMENT IAKN TARUTUNG

This article reports the results of research on Outcome-Based Education (OBE) Curriculum Development, which aims to develop an innovative, adaptive, and collaborative OBE-based curriculum prototype for the Doctoral Program of Christian Educational Management (CEM) study program at IAKN Tarutung, in accordance with the requirements of Permendikbudristek No. 53 of 2023, which states that the curriculum needs to be redesigned as it forms the basis for program learning outcome (PLO) arrangements, study materials, learning processes, and assessments in higher education. In this research, the analysis, design, development, implementation, and evaluation (ADDIE) development model is combined with an agile approach. In the needs analysis stage, data were obtained through a tracer study of alumni and graduate users, as well as input from lecturers, the head of the study program, and the director of postgraduate studies. The curriculum design and development process was compiled into a draft curriculum, reinforced by focus group discussions (FGDs) involving stakeholders and experts in curriculum design. The research results are in the form of an innovative, adaptive, and collaborative OBE curriculum prototype, which includes improvements to vision, mission, the graduate profile, PLO-CLO-Sub CLO, the course structure, the Course Learning Plan (RPS), and assessment rubrics, with learning implementation in the Organizational Anatomy course. The effectiveness of curriculum implementation was measured using a closed-ended Likert scale questionnaire with average value analysis techniques and then converted into percentages to represent general trends and the level of achievement of the evaluation results. An open-ended questionnaire was also provided to allow respondents to provide open feedback. The results of the data analysis revealed that the OBE-based curriculum prototype developed for the CEM doctoral program was generally effective, with an average score of 88.48% (effective category) for all the indicators. This study recommends that it is necessary to implement a project-based learning process and improve students' English proficiency through lectures without increasing their credit load. To support the learning process, it is necessary to add adequate academic facilities, sufficient lecturers, and the availability of information technology (IT) in accordance with the needs of OBE-based learning.