Evaluating Curriculum Alignment in Indonesian Islamic Higher Education: A Qualitative Study of Graduate Competencies and Stakeholder Expectations

Awal Kurnia Putra Nasution; Dwi Ardy Dermawan; Muhammad Dalimunte

doi:10.58421/gehu.v5i6.2253

DOI:

https://doi.org/10.58421/gehu.v5i6.2253

Authors

Awal Kurnia Putra Nasution Universitas Islam Negeri Sumatera Utara https://orcid.org/0000-0003-2791-1982
Dwi Ardy Dermawan Universitas Islam Negeri Sumatera Utara
Muhammad Dalimunte Universitas Islam Negeri Sumatera Utara

Keywords:

Curriculum Alignment, Outcome-Based Education, Graduate Competencies, Stakeholder Expectations, English Teacher Education

Abstract

This study evaluates curriculum alignment in the English Education Department at the State Islamic University of North Sumatra, focusing on graduate competencies and stakeholder expectations. A qualitative evaluative design was employed through curriculum document analysis and semi-structured interviews with programme coordinators, curriculum developers, lecturers, students, alumni, school principals, and English teachers. Data were analysed by mapping Programme Learning Outcomes, Course Learning Outcomes, learning activities, and assessment, followed by thematic analysis and triangulation of the findings. The results indicate that the curriculum demonstrates structural alignment among graduate profiles, learning outcomes, course content, instructional activities, and assessment. However, maintaining this alignment remains challenging due to changing educational and professional demands, the need to balance theoretical knowledge and teaching practice, limited credit allocations, and the growing importance of digital and artificial intelligence literacy. Stakeholder perspectives also highlight the need to strengthen pedagogical skills, professional readiness, critical thinking, communication, and responsible technology use. Based on these findings, the study proposes an Integrated Curriculum Alignment Framework comprising five interconnected stages: competency identification, curriculum mapping and alignment, learning implementation, evaluation, and continuous improvement. This framework supports the development of adaptive, stakeholder-responsive curricula by integrating academic, pedagogical, professional, digital, and Islamic values within English teacher education.

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