UNU Jogja Lecturer Serves as Resource Person at OBE-Based Semester Learning Plan Training at the Faculty of Islamic Studies, Universitas Islam Lamongan

Yogyakarta, Indonesia - As the 2026/2027 academic year approaches, universities are beginning to develop various learning schemes to improve the quality of student learning outcomes. One of the efforts is through the development of Semester Learning Plans (RPS) oriented toward student learning outcomes.

This perspective became an important topic of discussion for the Faculty of Islamic Studies at Universitas Islam Lamongan during a training session on the preparation of Outcome-Based Education (OBE)-based Semester Learning Plans, held in Yogyakarta on Wednesday, September 2. The discussion featured Harisna Hikmah, Director of Academic Innovation and Curriculum at Universitas Nahdlatul Ulama Yogyakarta (UNU Jogja), as a resource person to share knowledge and experience in managing OBE-based RPS at UNU Jogja.

During the discussion, Harisna Hikmah explained that since the issuance of Minister of Higher Education, Science, and Technology Regulation (Permendiktisaintek) Number 10 of 2026, which refined Permendiktisaintek Number 39 of 2025, a number of regulatory changes have become important considerations for universities. These particularly concern the higher education quality assurance system through the strengthening of learning, accreditation, international recognition, and the governance of BAN-PT and LAM.

“Therefore, we as lecturers are encouraged to continuously make adjustments and conduct evaluations. This is expected to ensure that academic outcomes can be achieved and ultimately meet the targeted learning outcomes,” he said.

He further explained that the changes in government regulations focus on five important areas. First, strengthening student-centered learning; second, reforming the accreditation system; third, recognizing international accreditation; fourth, strengthening the governance of LAM and BAN-PT; and fifth, tightening the requirements for establishing new study programs.

He explained that UNU Jogja places particular emphasis on three aspects of the learning process. First, learning outcomes, which are addressed by clearly defining learning objectives as the competency targets for students. Second, learning strategies and methods, which are important in determining the most effective approaches and ways to transform knowledge and skills in order to achieve learning objectives. Third, evaluation and assessment, through the development of valid assessment mechanisms to measure the extent to which learning outcomes have been achieved.

In addition, Harisna emphasized the importance of lecturers understanding the key components of an RPS. According to him, an RPS does not merely function as an administrative document, but also serves as an important instrument for ensuring that the learning process is aligned with the predetermined learning outcomes.

He explained that there are ten components of an RPS that lecturers need to consider. First, lecturers need to identify the detailed identity of each course, including the study program, course name and code, semester, number of credits, name of the lecturer in charge, and course description.

Second, learning outcomes; third, learning materials and learning allocation; fourth, learning methods; and fifth, student learning experiences.

In addition to these five components, there are five other components, namely learning media, assessment methods, references, authorization, and other supporting components required in the preparation of an RPS.

Furthermore, he highlighted Graduate Learning Outcomes (CPL) and Course Learning Outcomes (CPMK) as components that require particular attention in the preparation of OBE-based RPS.

“These outcomes are the main objectives of Permendiktisaintek Number 10 of 2026,” she said.

To ensure that the preparation of OBE-based RPS can be implemented optimally, lecturers also need to understand OBE-based assessment mechanisms in relation to Key Performance Indicator (IKU) 7. At UNU Jogja, the implementation of OBE-based assessment is currently supported by the SiOBA application. The application helps lecturers calculate the achievement of CPMK and CPL in a more measurable manner.

Harisna also noted that technological developments, including artificial intelligence (AI), can be utilized to help lecturers prepare RPS more efficiently. However, its use should be accompanied by lecturers’ ability to provide appropriate instructions and verify the results generated by AI.

“Technology has provided us with many conveniences to make our work more efficient. As learners, of course, we cannot turn a blind eye to this development. AI can be utilized as a tool to support our work, while we retain control and authority to ensure that the results are aligned with our learning needs,” she concluded.

Reporter : Latifah