Electronic Theses and Dissertation

ABSTRAK
Nurul Fitri (2025). Pemahaman Konsep Kurikulum OBE (Outcome Based
Education) Pada Prodi Penjaskesrek FKIP USK. Skripsi, Universitas Syiah Kuala.
Dibawah bimbingan Prof. Dr. Nyak Amir, S.Pd, M.Pd., dan Ifwandi, S.Pd, M.Pd.
Pendidikan berperan penting dalam pembangunan bangsa dan terus
berkembang, termasuk dalam penerapan kurikulum berbasis Outcome Based
Education (OBE). Namun, implementasi OBE di Prodi Penjaskesrek FKIP
Universitas Syiah Kuala belum maksimal karena kurangnya pemahaman,
keterbatasan fasilitas, dan belum optimalnya sistem evaluasi, sehingga diperlukan
penelitian untuk memahami konsep kurikulum OBE lebih lanjut. Penelitian ini
bertujuan untuk mengetahui pemahaman, capaian, pelaksanaan, dan penyusunan
RPS Kurikulum OBE pada Prodi Penjaskesrek FKIP Universitas Syiah
Kuala.Penelitian ini menggunakan pendekatan mixed method dengan jenis
deskriptif eksploratif, dilaksanakan di Prodi Penjaskesrek FKIP USK pada Juli
2025, melibatkan 20 subjek, menggunakan wawancara dan angket sebagai
instrumen, serta dianalisis melalui persentase untuk data kuantitatif dan reduksi,
display, serta verifikasi untuk data kualitatif. Hasil penelitian menunjukkan bahwa
kurikulum OBE telah dipahami dengan baik oleh pimpinan, dosen, dan sebagian
besar mahasiswa Prodi Penjaskesrek FKIP USK, namun implementasinya masih
menghadapi tantangan seperti inkonsistensi dosen, kurangnya transparansi
evaluasi, serta keterbatasan keterlibatan mahasiswa. Diperlukan penguatan melalui
pelatihan, praktik lapangan, dan pemanfaatan teknologi agar OBE lebih efektif dan
relevan dengan dunia kerja. Pemahaman terhadap kurikulum OBE di Prodi
Penjaskesrek FKIP USK tergolong sangat baik, terutama di tingkat pimpinan dan
dosen, meskipun masih dibutuhkan pelatihan lanjutan untuk menyamakan persepsi
dan meningkatkan implementasi pembelajaran berbasis capaian. Simpulan dari
penelitian ini menunjukkan Mahasiswa menunjukkan pemahaman cukup baik
terhadap konsep OBE, terutama dalam capaian keterampilan praktik, namun masih
lemah pada aspek teknis seperti CLO dan PLO. Sebagian dosen mulai menerapkan
pendekatan OBE, meskipun belum merata, dan integrasi teori-praktik dinilai belum
optimal. RPS telah disusun sesuai prinsip OBE, tetapi pelaksanaannya di kelas
belum sepenuhnya sejalan.
Kata Kunci: Pemahaman dan Implementasi, Kurikulum OBE, Prodi Penjaskesrek
FKIP USK

ABSTRACT Nurul Fitri (2025). Understanding the Concept of the Outcome-Based Education (OBE) Curriculum in the Physical Education Study Program, FKIP USK. Undergraduate Thesis, Universitas Syiah Kuala. Supervised by Prof. Dr. Nyak Amir, S.Pd, M.Pd., and Ifwandi, S.Pd, M.Pd. Education plays an essential role in national development and continues to evolve, including through the implementation of the Outcome-Based Education (OBE) curriculum. However, the implementation of OBE in the Physical Education Study Program (Prodi Penjaskesrek), Faculty of Teacher Training and Education (FKIP), Universitas Syiah Kuala has not been optimal due to limited understanding, inadequate facilities, and a less-than-effective evaluation system. Therefore, this study aims to examine the understanding, achievement, implementation, and development of OBE-based lesson plans (RPS) within the program. This study employed a mixed-method approach with an exploratory descriptive design, conducted in July 2025, involving 20 participants. Data were collected through interviews and questionnaires, and analyzed using percentage analysis for quantitative data and reduction, display, and verification for qualitative data. The results indicate that the OBE curriculum is well understood by the leadership, lecturers, and the majority of students. However, its implementation still faces challenges such as lecturer inconsistency, lack of evaluation transparency, and limited student involvement. Strengthening efforts through training, field practice, and the use of technology are needed to make OBE more effective and aligned with workforce demands. Overall, understanding of the OBE curriculum in the program is very good, particularly among leadership and lecturers, although further training is needed to align perspectives and enhance the implementation of outcome-based learning. The findings also show that students have a reasonably good understanding of OBE, especially in terms of practical skill attainment, but are still weak in technical aspects such as Course Learning Outcomes (CLO) and Program Learning Outcomes (PLO). Some lecturers have begun applying the OBE approach, though not uniformly, and the integration of theory and practice remains suboptimal. RPS documents have been prepared according to OBE principles, but classroom implementation is not yet fully aligned with the plans. Keywords: Understanding and Implementation, OBE Curriculum, Physical Education Study Program FKIP USK