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Journal articles on the topic 'Outcomes Based Education (OBE)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Jiao, Yusheng, Yue Han, and Pengyan Ou. "An Evidence-based Meta-analysis on the Outcomes of Teacher Education under the Concept of Outcome-Based Education." Journal of Education and Educational Research 6, no. 2 (2023): 61–66. http://dx.doi.org/10.54097/jeer.v6i2.14744.

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Currently, there is limited empirical research on the educational outcomes of Outcome-based Education (OBE) theory, making it challenging to draw clear inferences based on logical deductions in real-world contexts. Taking a certain university in Wuhan city as an example, this study conducted 50 regression analyses on the curriculum as the research subject, employing both Meta-analysis and Meta-regression analysis as natural experiments. The findings reveal that the implementation of OBE reforms significantly enhances the educational outcomes of teachers, although the impact shows substantial h

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Kim, Bok Ki, Sang Won Min, and Woo Young Yoon. "What is Outcome-Based Education?" Korean Medical Education Review 15, no. 1 (2013): 1–8. http://dx.doi.org/10.17496/kmer.2013.15.1.001.

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Outcome-Based education (OBE) is reviewed from the institutional perspective. The demand for and international trends in OBE are briefly examined and several term related to OBE, especially educational objective and program outcomes (POs), are introduced. It is stressed that systems for continuous quality improvement and quality assurance should be established to ensure the maintenance of the OBE system. Because the criteria for accreditation contain a criterion regarding the quality assurance related to program outcomes, several critical issues are considered regarding the POs themselves and

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A., D. Awasare. "Enhancing Outcome-Based Education through CO-PO Mapping." Research and Reviews on Experimental and Applied Mechanics 7, no. 2 (2024): 5–8. https://doi.org/10.5281/zenodo.11196782.

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<em>Outcome-Based Education (OBE) has emerged as a pivotal approach in contemporary educational systems, emphasizing the attainment of predefined learning outcomes by students. Central to the effectiveness of OBE is the alignment between Course Outcomes (COs) and Program Outcomes (POs), ensuring that curriculum design, instructional strategies, and assessment methods are all coherent and directed towards the overarching goals of the program. This paper presents a comprehensive framework for enhancing OBE through CO-PO mapping. Beginning with an exploration of the theoretical foundations of OBE

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Baguio, Joy B. "Outcomes-Based Education: Teachers’ Attitude and Implementation." University of Bohol Multidisciplinary Research Journal 7, no. 1 (2019): 110–27. http://dx.doi.org/10.15631/ubmrj.v7i1.113.

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Assessing teachers’ attitudes in the implementation of Outcomes-Based Education (OBE) is essential for the success of this new paradigm shift in the educational system. This study used a descriptive research design where the researcher gathered quantitative data utilizing a survey questionnaire to assess the attitude fostered by the teachers of the University of Bohol towards OBE. It further assessed the level of its implementation in the four major areas: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning process, and assessment. Findings of th

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Bhatti, Sania, Mariam Memon, and Areej Fatemah Meghji. "Scrutinizing Outcome Assessment of Outcome-based Education using Q-OBE in Engineering Education." International Journal of Innovation in Teaching and Learning (IJITL) 9, no. 1 (2023): 55–74. http://dx.doi.org/10.35993/ijitl.v9i1.2609.

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Educational institutions constantly strive to meet accreditation requirements which demand continuous improvement in the quality of education. As a consequence, there has been an active shift in strategizing pedagogical processes towards an outcome-based approach of learning. To effectively implement the Outcome Based Education (OBE) framework in Pakistan, universities need to ensure that the OBE system is fully understandable to the faculty members and students; confirm the implementation of the OBE system according to the guidelines set forth by the Pakistan Engineering Council (PEC); and ac

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J., Jessy Brinda Marym Sc. M.Ed. M.Phil. SET. NET. "Ways to Implement Outcome-Based Education." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 183–85. https://doi.org/10.5281/zenodo.7323171.

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Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted. India has become the permanent signatory member of the Washington Acc

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Krichelle, A. Tungpalan, and F. Antalan Mila. "Teachers' perception and experience on outcomes-based education implementation in Isabela State University." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1213–20. https://doi.org/10.11591/ijere.v10i4.21548.

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The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to interpret the

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Premalatha, K. "Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review." Journal of Education 199, no. 3 (2019): 111–27. http://dx.doi.org/10.1177/0022057419854351.

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In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

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Yagong, Mariz. "Embracing Outcomes-Based Education for Quality Instruction Assurance." world journal on education and humanities research 4, no. 4 (2025): 202–15. https://doi.org/10.30078/wjher.4.4.

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This study examines the implementation of Outcomes-Based Education (OBE) and its relationship with instructors’ teaching performance at Cordova Public College. Employing a quantitative descriptive-correlational research design, the study evaluated the status of OBE implementation across key dimensions: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning processes, and outcome assessment. Instructors’ performance was assessed in terms of commitment, subject knowledge, independent learning promotion, and management of learning. Data wer

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Im, Sun Ju. "Assessment in Outcome-Based Education." Korean Medical Education Review 15, no. 1 (2013): 25–30. http://dx.doi.org/10.17496/kmer.2013.15.1.025.

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Assessment plays a vital role in outcome-based education (OBE). This article describes the characteristics of assessment and appropriate assessment instruments for measuring learning outcomes in OBE. Assessment in OBE needs to be formative, continuous, and frequent. Miller’s pyramid is useful for selecting the appropriate assessment instruments to reflect a specific outcome; different methods can be applied to evaluate one outcome. Outcomes and competency mean that student must ‘do’; therefore, performance tests are emphasized. Qualitative methods as well as quantitative methods are used to ev

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P.J., Eswari. "Assessment of Outcome Based Education." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 167–70. https://doi.org/10.5281/zenodo.7323163.

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Outcome-Based Education (OBE) is an Educational delivery model which describes on mapping, measuring, and achieving predetermined educational goals to help students learn, develop, and nurture skills that would help them grow in their academic as well as personal life. Learning outcomes enumerates the ones measurable skills, abilities, knowledge or values that should be able to demonstrate as a result of completing a course. They are student-centered rather than teacher-centered, in that they describe what the students will be Outcome-based education (OBE). This is widely accepted as the most

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J, Deepak T., and Venishri P. "Outcome Based Education OBE Trend Review in Engineering Education." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (2018): 41–43. http://dx.doi.org/10.31142/ijtsrd19126.

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Yang, P. "Humanities education reform exploration and practice under outcomes-based education (OBE)." Education and science journal 22, no. 2 (2020): 78–97. http://dx.doi.org/10.17853/1994-5639-2020-2-78-97.

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Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of

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Kasih, Julianti, Galih Wicaksono Wasis, and Hendra Bunyamin. "Exploring Technology Integration in Education: Lecturers Perspective on Outcomes-Based Education Platforms." JOIV : International Journal on Informatics Visualization 8, no. 2 (2024): 663. http://dx.doi.org/10.62527/joiv.8.2.2691.

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Informatics education is evolving rapidly through the adoption of Outcome-Based Education (OBE), necessitating a rigorous investigation into the effectiveness of the implementation. This study was conducted using the advanced Unified Theory of Acceptance and Use of Technology (UTAUT)-3 model to assess the potential of OBE systems in enhancing teaching and learning processes. The study integrated a comprehensive set of nine variables to measure the acceptance level of OBE systems among lecturers at Maranatha Christian University Bandung and Universitas Muhammadiyah Malang. UTAUT-3 provides a mo

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Sharma, Mridula. "Outcome-Based Education Pyramid: A Comprehensive Framework for Enhancing Educational Outcomes." Thiagarajar College of Preceptors Edu Spectra 5, S1 (2023): 67–73. http://dx.doi.org/10.34293/eduspectra.v5is1-may23.012.

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Outcome-Based Education (OBE) is a student-centered approach that focuses on defining clear and measurable learning outcomes. It provides a structured framework to design curricula, deliver instruction, and assess student performance based on these outcomes. This research article aims to explore the concept of the Outcome-Based Education Pyramid, a comprehensive framework that supports the implementation of OBE. The article discusses the key components of the pyramid, including learning outcomes, instructional strategies, assessment methods, and continuous improvement. Furthermore, it examines

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Dr. Preeti Oza, Dr Gurudutta P. Japee,. "Curriculum and Evaluation in Outcome-Based Education." Psychology and Education Journal 58, no. 2 (2021): 5620–25. http://dx.doi.org/10.17762/pae.v58i2.2982.

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The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predi

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Joseph, Jeena, Jobin Jose, Anat Suman Jose, et al. "Quantitative insights into outcome-based education: a bibliometric exploration." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 4030–45. https://doi.org/10.11591/ijere.v13i6.29272.

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Outcome-based education (OBE) is a method of educational approach that focuses on defining specific learning outcomes or objectives that students should achieve by the end of a course, program, or educational experience Instead of merely following a predetermined curriculum, OBE places focus on what learners should be able to accomplish or display as a result of their learning. A thorough bibliometric analysis utilizing biblioshiny and VOSviewer is used in this work to dive into the world of outcome-based education. This investigation attempts to offer quantitative insights into the developmen

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Thomas, Subin, Jeena Joseph, Chellappan Santhakumary Anuja, and Sarada Mohanachandran Anitha. "Students’ Readiness and Perceptions towards Outcome-Based Education Implementation in Higher Education Institutions." Praxis & Saber 16, no. 46 (2025): 1–19. https://doi.org/10.19053/uptc.22160159.v16.n46.2025.18011.

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The new education policy in India proposes a paradigm shift to mold graduates who meet the latest industry requirements. Outcome-Based Education (OBE), a key principle of this policy, ensures the attainment of essential skills, measurable learning outcomes, and global competitiveness. OBE provides a framework for developing program and course outcomes, and accreditation systems require institutions to adopt this model. With many universities and higher education institutions in India implementing OBE, it is essential to analyze students’ experiences in this process. This study explores the fac

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Novitasari, Dewiana, Yulis Nuryanti, Multi Nadeak, Hatoli Waruwu, and Masduki Asbari. "Implementing OBE to Innovate Entrepreneurship Education in Higher Education." Indonesian Journal of Management and Economic Research (IJOMER) 1, no. 02 (2024): 42–50. https://doi.org/10.70508/xjtxsr02.

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This project focuses on translating Outcome-Based Education (OBE) policy into learning design, execution, and assessment of learning outcomes in higher education entrepreneurial courses. Case study-based qualitative research is used in this study. Data were collected via extensive interviews with lecturers, students, and institutional policymakers, observation of entrepreneurship course learning, and assessment of Semester Learning Plan (SSP) and learning outcomes evaluation materials. Data was analyzed using thematic analysis to find patterns and correlations. The research shows that lecturer

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Snyman, Andries. "Strategies for implementing outcomes-based education at the Technikon Free State." Acta Academica: Critical views on society, culture and politics 36, no. 3 (2004): 203–22. https://doi.org/10.38140/aa.v36i3.845.

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The decision of the South African Qualifications Authority (SAQA) that all qualifications should be registered in outcomes-based education (OBE) format on the National Qualifications Framework (NQF) by 2000 forced all higher education institutions to take this approach to teaching and learning seriously. A research project on the implementation of OBE at technikons in 1999-2001 provided further reinforcement (CTM 2001). In this article the most important strategies used by the Technikon Free State (TFS) to implement the theoretical framework of OBE within the national higher education context

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Dano, Givheart. "Strengthening outcome-based education: Capability approach perspective." Edukasiana: Jurnal Inovasi Pendidikan 3, no. 2 (2024): 143–55. http://dx.doi.org/10.56916/ejip.v3i2.550.

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This paper explores the integration of the Capability Approach into Outcome-Based Education (OBE) to enhance the quality and inclusivity of educational practices. While OBE has gained acceptance for its structured approach, critics raise concerns about its potential limitations in fostering holistic development. The Capability Approach, rooted in the work of Amartya Sen and Martha Nussbaum, offers an alternative perspective, emphasizing human capabilities and freedoms. The paper advocates for a broader view of education, asserting that it should empower learners with skills beyond predefined o

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OZA, HEENA SUNIL, and SRF KRISHNA M. KHAMAR. "NEP2020 : Outcome Based Education – Some Empirical Evidences." Indian Commerce Association 77, no. 04 (2024): 1–12. https://doi.org/10.63665/ica.v77i04.20.

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NEP 2020 envisions higher education landscape of Bharat to create human capital that can regain India’s legacy of Vishva Guru. Outcome Based Education transforms the traditional education to be learner centric by clearly defining the Outcome expected from the Graduate Program through various courses and their Course outcomes. This paper explores the implementation of OBE in Indian Higher Education institutions imparting Commerce Education using NAAC accreditated HEIs database for selection of 20 HEIs as sample. The Data related to extent of application of OBE is collected from individual websi

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Rajaee, N., E. Junaidi, S. N. L. Taib, S. F. Salleh, and M. A. Munot. "Issues and Challenges in Implementing Outcome Based Education in Engineering Education." International Journal for Innovation Education and Research 1, no. 4 (2013): 1–9. http://dx.doi.org/10.31686/ijier.vol1.iss4.121.

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In recent years, the implementation of outcome based education (OBE) has been much emphasized in developed and developing nations which led to becoming the focal point for educational reforms. In outcome based education, students are responsible for their own learning and the assessment of learning are based on the outcomes instead of the contents being taught. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. In this paper, we discussed the issues and challenges of implementing an outcome based education in engineerin

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Parhlad, Singh Ahluwalia. "Strategic Implications of NAAC's Outcome-Based Education Approach on Indian Higher Education: A Case Study." SIDDHANTA'S INTERNATIONAL JOURNAL OF ADVANCED RESEARCH IN ARTS & HUMANITIES 2, no. 1 (2024): 95–123. https://doi.org/10.5281/zenodo.15585272.

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The National Assessment and Accreditation Council (NAAC) introduced outcome-based education (OBE) as a cornerstone of its revised accreditation framework in 2017, marking a paradigmatic shift from input-focused to outcome-oriented quality assessment in Indian higher education. This case study examines the strategic implications of NAAC's OBE approach through comprehensive analysis of five purposively selected higher education institutions across different categories and regions. The study employs a mixed-methods approach, combining institutional document analysis, stakeholder interviews, and p

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Haojun, Zhao, Lim Seong Pek, and Xin Zhuozhuo. "Reshaping physical education curricula through the outcome-based education philosophy." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2536–43. https://doi.org/10.11591/ijere.v13i4.28673.

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In the contemporary educational landscape, the outcome-based education (OBE) phi<em>loso</em>phy has emerged as a pivotal approach, emphasizing the achievement of specific outcomes in the learning process. This study delves into the intricate relationship between physical education assessment methodologies for university students under the OBE framework and their subsequent social adaptability. This study used a sample of 100 physical education elective students from Qilu Normal University. It employed experimental and questionnaire methods to measure the effects of OBE-driven physical educati

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Gunarathne, Nuwan, Samanthi Senaratne, and Shashiprabha Senanayake. "Outcome-based education in accounting." Journal of Economic and Administrative Sciences 36, no. 1 (2019): 16–37. http://dx.doi.org/10.1108/jeas-08-2018-0093.

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Purpose The purpose of this paper is to discuss the operationalization of the outcome-based education (OBE) model in an accountancy study program in Sri Lanka and the impact of education frameworks on OBE. Design/methodology/approach This study follows the case study approach to the first academic accounting study program in a Sri Lankan public sector university. Primary data were collected through semi-structured interviews and secondary data through a content analysis of various relevant documents. The data were analyzed thematically using the theory of constructive alignment. Findings In ac

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Hasibuan, Jubaidah, and Friska Indria Nora Harahap. "Integrating an Outcome-Based Education (OBE) Framework in Andragogy: A Case Study in the Community Education Department." AL-ISHLAH: Jurnal Pendidikan 16, no. 4 (2024): 4853–63. https://doi.org/10.35445/alishlah.v16i4.5377.

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The challenges of 21st-century education include bridging the gap between higher education and the professional world through innovative learning approaches. Outcome-Based Education (OBE) aligns educational outcomes with the competencies required in public education professions. This study examines the planning, implementation, evaluation, challenges, and solutions related to OBE-based learning in Andragogy courses. A qualitative descriptive approach was employed, with 57 participants selected as the sample. Data were collected through observation, questionnaires, and document analysis. The pl

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T., Saravanan. "Teaching-Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 5–7. https://doi.org/10.5281/zenodo.7323070.

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There has been a greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured that based on tangible performance indicators and intangible students  outcome known as outcome-based education(OBE).Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to demonstrate as a result of a completing a course. They are student-centered rather than teacher-centered, in that they describe what the students will Outcome-based education (OBE)  

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Han, Ke. "Research and Practice of Physical Education Teaching Methods based on OBE Concept." Journal of Education and Educational Research 5, no. 3 (2023): 57–59. http://dx.doi.org/10.54097/jeer.v5i3.13314.

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This article delves into the application and practice of the OBE concept in physical education courses. OBE is a learner centered educational method that focuses on learning outcomes and outcomes. Unlike traditional input-oriented education, OBE emphasizes the practical knowledge, skills, and attitudes that students acquire after completing their studies. In the field of physical education, this means not only paying attention to students' skill mastery, but also emphasizing the cultivation of their physical fitness, teamwork ability, and life attitude. The article first reviews the basic conc

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P, Srinivasa Pai, and Gururaj Upadhyaya. "Effective Implementation of Outcome-based Education: The Role of Faculty Awareness." Indonesian Journal Of Educational Research and Review 4, no. 3 (2021): 380. http://dx.doi.org/10.23887/ijerr.v4i3.39009.

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Accreditation of technical institutions is very important to guarantee the quality of technical education that is being offered. Outcome based education (OBE) is followed in the delivery of technical education across all Institutions in India and the National Board of Accreditation (NBA), which is the nodal accreditation body for technical institutions in India follows outcome based accreditation (OBA) in the accreditation of technical programs. In the OBE and OBA, faculty constitutes the most important component and plays an important role in facilitation of the same. In this regard, the auth

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G. Ganesh Narayanan, Dr K. Bala Sathya,. "New Paradigm of Outcome-Based Education – A Higher Education Boon." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 495–97. http://dx.doi.org/10.17762/turcomat.v12i5.1041.

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Outcome-Based Education (OBE) is a vibrant model and considered as a giant leap forward to improve higher education and assists all graduates contend with their global counterparts. It is a student-centered tutoring conception that focuses on measuring student performance through outcomes. The Higher Education Institutions should frame appropriate course outcome, program outcome and these outcome should correlate with institutional objectives. But the actual success lies in the effective implementation and rigid accreditation process to ensure the quality of education. Hence, it is imperative

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Nesa Novrizal and Rio Ravi Muhammad. "Design Curriculum Based on Outcome Based Education (OBE): Preparing Work Ready Graduates." Edukasiana: Journal of Islamic Education 4, no. 1 (2025): 374–84. https://doi.org/10.61159/edukasiana.v4i1.385.

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Abstract This study explores how an Outcome-Based Education (OBE) curriculum design can help prepare graduates for the workforce. A qualitative approach is used to gain an in-depth understanding of how OBE principles are implemented in higher education and how they contribute to enhancing graduates' competencies in line with industry needs. Data for this study were obtained through a literature review and interviews with academics and education practitioners to identify key factors in developing an OBE-based curriculum. The findings indicate that OBE emphasizes the achievement of measurable le

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Hamidi, Hamidullah, Abdul Bari Hejran, Atiqullah Sarwari, and Sapayeva Gulzhan Edigeevna. "The Effect of Outcome Based Education on Behavior of Students." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 764–73. http://dx.doi.org/10.59324/ejtas.2024.2(2).68.

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Outcome-Based Education (OBE) is a pedagogical approach that focuses on defining learning outcomes and aligning instructional practices to achieve those outcomes. Its implementation has garnered attention for its potential impact on various aspects of student behavior. Research exploring the effect of Outcome-Based Education on student behavior indicates several key findings. Firstly, students exposed to OBE demonstrate increased engagement and motivation due to clear learning objectives and assessments. Secondly, OBE fosters a sense of accountability and responsibility among students as they

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Hamidullah, Hamidi, Bari Hejran Abdul, Sarwari Atiqullah, and Gulzhan Edigeevna Sapayeva. "The Effect of Outcome Based Education on Behavior of Students." European Journal of Theoretical and Applied Sciences 2, no. 2 (2024): 764–73. https://doi.org/10.59324/ejtas.2024.2(2).68.

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Outcome-Based Education (OBE) is a pedagogical approach that focuses on defining learning outcomes and aligning instructional practices to achieve those outcomes. Its implementation has garnered attention for its potential impact on various aspects of student behavior. Research exploring the effect of Outcome-Based Education on student behavior indicates several key findings. Firstly, students exposed to OBE demonstrate increased engagement and motivation due to clear learning objectives and assessments. Secondly, OBE fosters a sense of accountability and responsibility among students as they

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Ramos, David Paul. "An Analysis of CMO No. 15, S. 2017 (Policies, Standards and Guidelines for the BSN Program): OBE or Not?" Akademika: Educational Learning Anthology 1, no. 1 (2024): 59–65. https://doi.org/10.5281/zenodo.13991637.

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Determining student achievements at the end of an academic program is essential in outcomes-based education (OBE). In the Philippines, significant reforms, including the Philippine Qualifications Framework and the Enhanced Basic Education Act of 2013, have transformed the Bachelor of Science in Nursing (BSN) program into an OBE curriculum. This research evaluates the alignment of the current Policies, Standards, and Guidelines for the BSN Program (CMO 15, s. 2017) with transformative OBE principles. The analysis focuses on key elements of the BSN program, comparing them against the seven attri

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Saptaputra, Idil, Musthofa Musthofa, Ahmad Arifi, and Sitti Marwiyah. "Tindak Lanjut Asesmen Pembelajaran Kurikulum Outcome Based Education di Pendidikan Tinggi." PAKAR Pendidikan 21, no. 2 (2023): 58–66. http://dx.doi.org/10.24036/pakar.v21i2.328.

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Tindak lanjut hasil asesmen pembelajaran adalah tindakan yang perlu dilakukan pada satuan pendidikan, tidak terkecuali bagi pendidikan tinggi. Tindak lanjut akan memperbaiki segala kelemahan dan kekurangan pembelajaran. Penelitian ini bertujuan untuk mengetahui penerapan outcome based education (OBE) di pendidikan tinggi dan tindak lanjut hasil asesmen pembelajaran di pendidikan tinggi. Penelitian ini kualitatif jenis studi kepustakaan. Sehingga akan mengkaji beberapa literatur yang berasal dari artikel jurnal, buku, dan berbagai regulasi sehubungan dengan fokus penelitian, kemudian dianalisis

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Sunra, La, Nur Aeni, and Fauzan Hari Sudding Sally. "A Comprehensive Exploration of Outcome-Based Education Principles and Practices." Asian Journal of Education and Social Studies 50, no. 1 (2024): 1–9. http://dx.doi.org/10.9734/ajess/2024/v50i11234.

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The concept of Outcome-Based Education (OBE) has become a paradigm shift in the field of education by placing a strong emphasis on student accomplishment and measurable learning outcomes. This study undertakes a thorough investigation of OBE practices and concepts, exploring its impact on pedagogical techniques, implementation strategies, and theoretical underpinnings. The paper tackles the essential elements of OBE, such as curriculum design, evaluation techniques, and the alignment of educational objectives with societal demands, by synthesizing recent literature and case experiences. In add

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Genelza, Genesis Gregorious. "Higher education’s outcomes-based education: Bane or boon?" West African Journal of Educational Sciences and Practice 1, no. 1 (2022): 34–41. http://dx.doi.org/10.57040/wajesp.v1i1.206.

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Outcomes-Based Education (OBE) encompasses the learning, awareness, abilities, and viewpoints that students should learn to attain their successful and satisfying life cycles as human beings, members of society, and at employment. However, OBE has recently become a topic of debate and controversy. Some critics consider this educational approach ineffective, while others see it as solution to a country's educational problems. In this context, it is important to consider the nature of outcomes-based education and the challenges that come with its implementation in the Philippines. Rather than cr

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Rustam, Rustam, and Priyanto Priyanto. "Pembelajaran Tamadun Melayu Jambi Berbasis Outcome-Based Education (OBE) Berorientasi Produk Kreatif." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 2 (2022): 359–76. http://dx.doi.org/10.30872/diglosia.v5i2.284.

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The "Merdeka Belajar Kampus Merdeka" (MBKM) policy at the study program level requires analysis and mapping as well as the preparation of Outcome-Based Education (OBE)-based Graduate Learning Outcomes in the form of creative products that are in accordance with the competency demands of Subject Learning Outcomes. To implement the policy, an in-depth study is needed on implementing the Jambi Malay Tamadun learning course in the Indonesian Language and Literature Education study program in Jambi province. The research method uses mixed methods concurrent embedded design. Data were collected thro

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Josephine, C. Marasigan. "Validating and Utilizing an Outcomes-Based Education (OBE) Student Teaching Manual in a State University in the Philippines." Indian Journal of Science and Technology 13, no. 6 (2020): 743–55. https://doi.org/10.17485/ijst/2020/v13i07/148722.

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Abstract <strong>Objectives:</strong> To study research design assessing and describing the content validity and utilization of the Outcomes-Based Education (OBE) Student Teaching Manual. <strong>Methods:</strong> This study used a descriptive-evaluation research design assessing and describing the content validity and utilization of the Outcomes-Based Education (OBE) Student Teaching Manual using “ADDIE” Instructional Design Model. <strong>Findings:</strong> Results revealed that there was a relatively high and strong agreement among the three groups of respondents

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Amirtharaj, S., G. Chandrasekaran, K. Thirumoorthy, and K. Muneeswaran. "A Systematic Approach for Assessment of Attainment in Outcome-based Education." Higher Education for the Future 9, no. 1 (2021): 8–29. http://dx.doi.org/10.1177/23476311211017744.

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The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational object

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Tungpalan, Krichelle A., and Mila F. Antalan. "Teachers’ perception and experience on outcomes-based education implementation in Isabela State University." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1213. http://dx.doi.org/10.11591/ijere.v10i4.21548.

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<span>The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to in

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Ortega-Dela Cruz, Ruth A. "Learners’ attitude towards outcomes-based teaching and learning in higher education." Tuning Journal for Higher Education 9, no. 2 (2022): 99–119. http://dx.doi.org/10.18543/tjhe.1965.

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As outcomes-based education (OBE) is now being pursued in the Philippine higher education, learners have expressed their varied sentiments to this new approach. This cross-sectional study on the undergraduate and postgraduate learners sought answers as to what attitudes they may foster towards the success of implementing outcomes-based teaching and learning approach in a State University. It also aimed at determining the relationship between learners’ demographics, and their attitude towards OBE. Findings reveal that learners have positive attitude towards OBE. Correlation analysis revealed a

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Eldeeb, Rasha. "Outcome Based Education (OBE) - Trend Review." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 2 (2013): 09–11. http://dx.doi.org/10.9790/7388-0120911.

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Asim, Hafiz Muhmmad, Anthony Vaz, Ashfaq Ahmed, and Samreen Sadiq. "A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System." International Education Studies 14, no. 2 (2021): 1. http://dx.doi.org/10.5539/ies.v14n2p1.

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Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is

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Ohatkar, Sharada N., and Ashwini M. Deshpande. "Outcome-Based Education: A Learner-Centric Pedagogical Framework with Case Studies in Digital Communication and Signal Processing Courses." Journal of Engineering Education Transformations 36, S1 (2022): 38–42. http://dx.doi.org/10.16920/jeet/2022/v36is1/22172.

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Outcome-based education (OBE) is the buzzword these days in the education field which boosts students’ creativity through their active engagement in learning course contents. Their participatory learning in the OBE model is well supported by making them aware of learning goals and course outcomes. Due to this, the students develop themselves nicely in their working surroundings along with peers. This helps develop their interpersonal skills along with improving academic performance. This paper primarily outlines the implementation of a few key standards of OBE in teaching-learning of two funda

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Rao, N. J. "Outcome-based Education: An Outline." Higher Education for the Future 7, no. 1 (2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.

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Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outco

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Makmun Gunawan, Satria Amir, Labib Mustofa, and Indah Aminatuz Zuhriyah. "Urgensi Rubrik Berbasis Outcome-Based Education untuk Pendidikan Agama Islam." ALSYS 5, no. 3 (2025): 888–904. https://doi.org/10.58578/alsys.v5i3.5937.

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This study is motivated by issues in conventional learning, which remains input-based and is often considered less objective in evaluating student learning outcomes. The Outcome-Based Education (OBE) approach is viewed as a relevant alternative to replace traditional assessment models, particularly through the use of structured and measurable rubrics. This research employs a qualitative approach with a library research design and content analysis technique to examine related literature. The findings indicate that OBE enhances educational quality by emphasizing concrete learning outcomes that a

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Setyowati, Yulis. "Examining Outcome-Based Education (OBE) in Writing Class: Project-Based Assessment Analysis." Scope : Journal of English Language Teaching 8, no. 1 (2023): 267. http://dx.doi.org/10.30998/scope.v8i1.18113.

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<p>The call for the implementation of Outcome-Based in Indonesia has been emphasized since 2019, highlighting the necessity for adjustments in the higher education context. In English academic writing classes, incorporating OBE principles presents challenges, particularly in the realm of assessment. The assessment process must effectively evaluate all abilities, skills, and knowledge specified in the learning outcomes. These challenges are further amplified by the large class sizes, resulting in suboptimal assessments of students' writing abilities. Therefore, Project Based assessment th

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Limon, Mark Raguindin, and John Paul Castillo Vallente. "Outcomes-Based Education Integration in Home Economics Program: An Evaluative Study." Journal of Educational Issues 2, no. 1 (2016): 289. http://dx.doi.org/10.5296/jei.v2i1.9262.

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<p>This study examined the factors that affect the integration of Outcomes-Based Education (OBE) in the Home Economics (HE) education curriculum of the Technology and Livelihood Education (TLE) program of a State University in the northern part of the Philippines. Descriptive survey and qualitative design were deployed to gather, analyze, and interpret data, which were deemed significant to the study. These research methods involved questionnaires, interviews, observations, and document investigations. The unit of analysis, which was purposively selected, was the students and faculty of

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