Aligning Islamic Religious Education Programs with Student Learning Outcomes: An Outcome-Based Education Perspective
DOI:
https://doi.org/10.31538/tijie.v7i4.3486Keywords:
Islamic Education, Outcome-Based Education (OBE), Program Evaluation, Learning Outcomes, Character DevelopmentAbstract
Islamic education plays an essential role in developing students’ religious understanding, moral character, and spiritual values. However, traditional approaches often emphasize memorization and knowledge transmission, providing limited opportunities for students to develop critical thinking and apply Islamic teachings in everyday life. This study aims to evaluate the implementation of Islamic education programs through the Outcome-Based Education (OBE) approach at Excellent Children Middle School in Kota Baru Driyorejo, Gresik, Indonesia. The study employed a mixed-methods approach, integrating qualitative data from semi-structured interviews with teachers and the school principal, classroom observations, and quantitative data from student assessments in Qur’anic memorization, fiqh, and ethics. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive and inferential statistics, supported by data triangulation. The findings indicate that OBE encourages teachers to establish measurable learning outcomes, adopt more interactive teaching strategies, and integrate cognitive, affective, and psychomotor competencies into Islamic education. Compared with traditional approaches, OBE-based classes demonstrated more active student participation and a stronger emphasis on applying Islamic values in daily life. The study also reports a 20% increase in average assessment scores related to memorization and the application of Islamic values compared with traditional approaches. Nevertheless, limited teacher training and time constraints remain significant implementation challenges. These findings suggest that effective OBE implementation requires continuous professional development, institutional support, and assessment practices aligned with Islamic educational values. This study contributes to the development of a more measurable, student-centered, and holistic framework for evaluating Islamic education programs.
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