Integrating Islamic Epistemology into Outcome-Based Arabic Language Education: A Curriculum Model for PTKIN in Indonesia

Abstract

Implementing Outcome-Based Education (OBE) in Islamic higher education presents a conceptual challenge, as its emphasis on measurable learning outcomes does not always adequately accommodate the ethical, moral, and value-oriented dimensions central to Islamic educational purposes. This gap highlights the need to reconceptualize OBE beyond competency attainment by incorporating Islamic epistemological foundations into curriculum design and implementation. This study examines how Islamic epistemology is integrated into an Arabic Language Education curriculum and how such integration shapes a value-based OBE model in Islamic higher education, focusing on the Arabic Language Education Program at UIN Sunan Kalijaga Yogyakarta. Employing a qualitative approach with a single-case study design, data were collected through interviews, observations, curriculum document analysis, and focus group discussions and analyzed thematically. The findings demonstrate that Islamic epistemology reshapes OBE by positioning Islamic values as the organising principle for curriculum design, pedagogy, learning outcomes, and assessment. The resulting model moves beyond measurable competencies by integrating cognitive, affective, ethical, and moral dimensions to foster transformative learning outcomes. Transformative learning supports the internalisation of values through critical reflection, while experiential and authentic learning connect knowledge with the practical use of Arabic in social and Islamic contexts. The integration–interconnection paradigm and Arabic's role as a sociocultural medium further strengthen the coherence between knowledge, values, and practice. The study contributes to curriculum theory by extending Constructive Alignment into a value-based framework that integrates epistemological, pedagogical, learning-outcome, and assessment alignment within Islamic higher education.