Integrating Outcome-Based Education and Maqasid Syariah in Islamic Higher Education Curriculum Governance
DOI:
https://doi.org/10.70211/wesw.v3i3.618Keywords:
Constructive Alignment, Curriculum Governance, Ethical Assessment, Islamic Higher Education, Inclusive Education, Continuous Quality ImprovementAbstract
Islamic higher education institutions increasingly adopt Outcome-Based Education (OBE) to satisfy accreditation demands and demonstrate measurable graduate achievement. However, Islamic values are often positioned as institutional slogans rather than as auditable design elements within curriculum governance. This study formulates an integrative curriculum governance model that operationalizes maqasid shariah within OBE and continuous quality improvement (CQI). A Systematic Literature Review was conducted using a PRISMA-informed protocol on 24 core studies selected from 112 initial records published between 2015 and 2025. The search covered Scopus, SINTA/Garuda, DOAJ, and Google Scholar using predefined keywords, inclusion criteria, quality appraisal, and thematic coding. The synthesis reveals three fragmented trajectories: OBE is strong in measurable curriculum design, maqasid is strong in ethical-philosophical orientation, and quality management is strong in evaluation and accountability. The novelty of this article lies in converting maqasid from a normative value framework into an operational curriculum-governance logic that can be mapped into graduate profiles, learning outcomes, assessment rubrics, value-integrated learning, and CQI documentation. The proposed five-stage model provides a replicable pathway for Islamic higher education to align academic measurability with Islamic epistemological identity and social responsibility.
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