1. THE PHILIPPINE WOMEN’S UNIVERSITY
and its Affiliate Schools for Men and Women
Manila
School of Education
MATRIX FOR THESIS/DISSERTATION PROPOSAL
NAME OF STUDENT: MUHAMAD ABDUL AZIZ
STUDENT NUMBER: 2022T1431
PRIMARY EMAIL ADDRESS: [email protected]
OTHER EMAIL ADDRESSES: [email protected]
CONTACT NUMBER/S: +62130083029
NAME OF THESIS/DISSERTATION ADVISER:
Shirley A. Padua
COURSE/PROGRAM ENROLLED: Education Management Program
SCHOOL YEAR: 2024-2025
TRIMESTER: 3
PROPOSED TITLE: EXTENT OF IMPLEMENTATION AND IMPACT OF OUTCOME-BASED EDUCATION
(OBE) IN MUHAMMADIYAH INSTITUTIONS: THE CASE OF COMPUTER SCIENCE
AND ENGINEERING (CSE) PROGRAM
DATE OF PROPOSAL DEFENSE: 15 Mart 2025
INTRODUCTION The rapid evolution of education systems worldwide has necessitated the adoption of
more effective and outcome-focused approaches to teaching and learning. One such
approach is Outcome-Based Education (OBE), which has gained significant traction as a
model that emphasizes the achievement of specific learning outcomes and competencies
by students. In contrast to traditional education models that often prioritize content
delivery, OBE centers on what students are expected to know, understand, and be able
to do at the end of an educational experience. This shift towards outcomes necessitates a
Page 1 of 11
2. comprehensive rethinking of educational practices, including curriculum design,
instructional strategies, and assessment methods.
In the context of higher education institutions, particularly those within the
Muhammadiyah network, the implementation of OBE presents both opportunities and
challenges. Muhammadiyah institutions, known for their commitment to educational
excellence and moral values, are now exploring ways to integrate the OBE framework
into their academic programs. This integration is crucial not only for enhancing the quality
of education but also for ensuring that graduates are well-prepared to meet the demands
of the modern workforce and contribute meaningfully to society.
Despite the potential benefits, the adoption of OBE in Muhammadiyah institutions is not
without its complexities. Many educators and administrators face challenges related to
understanding the OBE framework, aligning it with existing educational practices, and
ensuring that it is effectively implemented across various disciplines. Additionally, the
need for a systematic approach to student evaluation under the OBE model is critical, as
traditional assessment methods may not fully capture the range of competencies that
students are expected to develop.
This research, therefore, seeks to map and design a management framework for the
effective implementation of OBE in Muhammadiyah institutions. It aims to provide a clear
and practical roadmap for educators, administrators, and other stakeholders to navigate
the complexities of OBE, ensuring that it is aligned with the institutions' educational goals
and values. Furthermore, the research focuses on developing a robust system for student
evaluation that is consistent with the principles of OBE, enabling a more accurate and
meaningful assessment of student learning outcomes.
By addressing these critical areas, this study contributes to the broader discourse on
educational reform and quality enhancement within Muhammadiyah institutions. It
provides valuable insights and practical tools that can be used to foster a more outcome-
oriented educational environment, ultimately leading to better learning experiences for
students and more effective teaching practices for educators. As Muhammadiyah
institutions continue to evolve and adapt to the changing educational landscape, the
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3. findings of this research will serve as a vital resource in their ongoing efforts to deliver
high-quality, outcomes-based education.
STATEMENT OF THE
PROBLEM (SOP)
TARGET
RESPONDENT
S/
PARTICIPANTS
THEORY/THEORIES (IF
APPLICABLE)
SAMPLING
TECHNIQUE/S
RESEARCH
METHOD
RESEARCH
INSTRUMENT/S
VALIDATOR
S
TREATME
NT OF
DATA
This study aims to
explore the extent of
implementation and
impact of Outcome-
Based Education
(OBE) in
Muhammadiyah
Institutions as in the
case of the Computer
Science and
Engineering (CSE)
Program.
In particular, it seeks
answers to the
following:
1. What is the
assessment of the
respondents on the
extent of the
implementation of
Outcome-Based
Education (OBE) in
Muhammadiyah
Institutions as in the
case of the Computer
Science and
Number of
schools to be
involved: 5
campuses
Number of
teacher
respondents:
250
Number of
student
respondents:
2.500
Outcome-Based Education
(OBE) is a pedagogical
approach that emphasizes the
achievement of specific
outcomes or competencies by
students. According to Sunra,
Aeni, and Sally in their article
"A Comprehensive
Exploration of Outcome-
Based Education Principles
and Practices" (2024), OBE is
centered on the idea that all
educational activities and
assessments should be
aligned with clearly defined
learning outcomes that reflect
the knowledge, skills, and
attitudes that students are
expected to acquire by the
end of a course or program.
The theory behind OBE, as
articulated by Sunra et al., is
grounded in the principle that
education should be designed
backward from the desired
outcomes. This means that
educators first identify the
Inclusion
Criteria:
The teacher
participants may
serve as
respondents if:
1. They are
either currently
teaching or
have previously
taught in the
Computer
Science and
Engineering
(CSE) Program
at a
Muhammadiyah
Institution.
2. They
possess a
minimum of two
years of
teaching
experience
within the CSE
Program under
The research
utilizes a
descriptive
quantitative
approach,
substantiated by
qualitative data, to
develop and
validate a
comprehensive
Outcome-Based
Education (OBE)
framework for
engineering
programs. The
methodology is
structured to
integrate both
qualitative insights
and quantitative
analysis,
addressing the
research
objectives
effectively.
1.Development of
the OBE
1. Researcher-
Made Survey
Instrument:
This custom-
designed survey
instrument will be
developed to
assess the extent
of OBE
implementation
and its impact
within the CSE
Program at
Muhammadiyah
Institutions. The
survey will
include structured
questions
focusing on key
areas such as
curriculum
design, teaching-
learning
methods,
assessment
strategies,
industry
engagement, and
Expert 1:
Curriculum
Developme
nt and
Instructiona
l Design,
with a focus
on
Outcome-
Based
Education
(OBE).
Validator:
Prof.
Nurmandi,
M.Si.
Expert 2:
Computer
Science
and
Engineerin
g
Education,
For SOPs 1
and 2 –
Mean and
Standard
Deviation
SOPs 3 and
4– T-test
SOPs 5 and
6 –
Thematic
Analysis
Data will
collect from
the
research
instruments
were
systematica
lly analyzed
to ensure
accuracy
and
relevance.
For
Standard
Operating
Procedures
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4. Engineering (CSE)
Program in terms of:
1.1 Curriculum Design
and Alignment
1.2 Teaching-Learning
Methods
1.3 Assessment and
Evaluation Strategies
1.4 Industry and
Community
Engagement
1.5 Continuous Quality
Improvement (CQI)?
2. How do the
respondents assess
the impact of Outcome-
Based Education
(OBE) in
Muhammadiyah
Institutions particularly
in the Computer
Science and
Engineering (CSE)
Program concerning
the following domains:
2.1 Cognitive
2.2 Affective
2.3 Psychomotor?
3. How does the
assessment of the
respondents on the
extent of the
outcomes they want their
students to achieve and then
design curriculum, instruction,
and assessments to ensure
those outcomes are met.
This approach is closely
related to Constructivist
Theory, which posits that
learners construct knowledge
through experiences and
interactions with their
environment. In OBE, this
constructivist perspective is
reflected in the emphasis on
active learning and student-
centered instruction, where
students are encouraged to
engage in activities that
promote the application and
synthesis of knowledge, rather
than passive memorization.
Moreover, the authors discuss
the alignment of OBE with
Bloom's Taxonomy, a widely
used framework for
categorizing educational goals
according to the complexity
and specificity of cognitive
processes. Bloom's Taxonomy
supports the OBE approach
by providing a structure for
defining and assessing
outcomes at various levels of
cognitive, affective, and
psychomotor domains.
the Outcome-
Based
Education
(OBE)
framework.
3. They agree
to provide
informed
consent and are
willing to
actively engage
in the study by
responding to
questionnaires
and/or
participating in
interviews.
Likewise, the
student
participants may
serve as
respondents if:
1. They are
currently
enrolled in the
Computer
Science and
Engineering
(CSE) Program
at a
Muhammadiyah
Institution.
2. They have
completed at
Framework
(Qualitative
Research):
-Literature
Review: An
extensive review of
existing literature
on OBE models,
academic quality
control, and
Continuous Quality
Improvement (CQI)
processes will be
conducted. This
review aims to
identify the
essential elements
required for the
development of the
OBE framework.
Study Application:
The developed
OBE framework
will be
quantitatively
applied to a real-
world case study
involving the co-
branding of five
universities: ITKES
Muhammadiyah
Sidrap, Universitas
Muhammadiyah
continuous
quality
improvement.
Additionally, it will
measure the
cognitive,
affective, and
psychomotor
impacts of OBE
on students. The
survey will be
administered to
both teacher and
student
respondents.
2. Interview
Guide Questions:
A set of semi-
structured
interview
questions will be
crafted to gather
in-depth
qualitative
insights from
selected
respondents.
These interviews
will aim to
explore
participants'
experiences and
perceptions
regarding the
implementation of
specializing
in
pedagogica
l methods
and student
assessmen
t in
technical
fields.
Validator:
Prof. Dr.
Taufif.
Expert 3:
Educational
Research
and
Evaluation,
with expertise
in
quantitative
and
qualitative
research
methods,
particularly in
higher
education
contexts
Validator
Dr.
Baharuddin,
(SOPs) 1
and 2, the
quantitative
data from
surveys
were
analyzed
using mean
and
standard
deviation to
measure
central
tendencies
and the
variability of
responses.
For SOPs 3
and 4, a t-
test was
employed to
determine
the
statistical
significance
of
differences
between
groups,
providing
insights into
the
comparative
effectivenes
s of the
OBE
Page 4 of 11
5. implementation of
Outcome-Based
Education (OBE) in
Muhammadiyah
Institutions as in the
case of the Computer
Science and
Engineering (CSE)
Program compare?
4. How does the
respondents’
assessment of the
impact of Outcome-
Based Education
(OBE) in
Muhammadiyah
Institutions particularly
in the Computer
Science and
Engineering (CSE)
Program concerning
the various domains
compare?
5. What are issues
encountered in the
implementation of OBE
in the CSE Program as
perceived by the
respondents?
6. How can the
implementation of OBE
in the CSE program
establish a positive
In their study, Sunra et al.
also highlight the importance
of Continuous Improvement
within OBE frameworks,
where the assessment of
outcomes leads to ongoing
refinement of educational
practices. This aspect is
linked to **Deming's Theory of
Continuous Improvement,
which advocates for
systematic, iterative
processes to enhance quality
in various settings, including
education. Thefore that, OBE
as described by Sunra, Aeni,
and Sally (2024) is a
comprehensive, outcome-
focused approach to
education that integrates
principles from constructivist
learning theory and
continuous improvement
practices to ensure that
students achieve well-defined
and meaningful learning
outcomes. The theory
supports the design of
educational experiences that
are intentional, measurable,
and aligned with both the
needs of students and the
expectations of the broader
community or industry.
least two
semesters of
coursework
within the
Outcome-
Based
Education
(OBE)
framework.
3. They agree
to provide
informed
consent and are
willing to
actively engage
in the study by
responding to
questionnaires
and/or
participating in
focus group
discussions.
Exclusion
Criteria:
The teacher
participants may
not participate if:
1. They are
neither currently
teaching in the
Computer
Science and
Engineering
Enrekang,
Universitas
Muhammadiyah
Parepare,
Universitas
Muhammadiyah
Sidenreng
Rappang, and
Universitas
Muhammadiyah
Barru. Descriptive
statistics will be
employed to
analyze the
effectiveness of
the framework.
.
OBE, challenges
faced, and the
overall impact on
student learning
outcomes. The
interview guide
will complement
the survey data
by providing
richer,
contextualized
responses that
help to elaborate
on the survey
findings.
M.Pd. framework.
Qualitative
data from
SOPs 5 and
6, which
included
interviews
and focus
groups,
were
transcribed,
coded, and
analyzed
using
thematic
analysis to
identify key
patterns
and
insights.
Demographi
c
information
was also
examined to
contextualiz
e the
findings and
uncover any
potential
correlations.
Finally, the
results from
both
quantitative
and
Page 5 of 11
6. impact on the students’
learning as viewed by
the respondents?
7. Based on the results
of the study, what
enrichment program on
OBE may be proposed
for the betterment of
the Computer Science
Program in
Muhammadiyah
Institutions?
Computer Science and
Engineering (CSE) Program
According to Bainomugisha et
al. (2024). In their article
"Computer Science Education
in Selected Countries from
Sub-Saharan Africa,"
Bainomugisha et al. (2024)
provide a detailed
examination of the Computer
Science and Engineering
(CSE) programs in various
educational institutions across
Sub-Saharan Africa. They
explore the structure,
curriculum, challenges, and
advancements in these
programs, highlighting the
importance of aligning
educational outcomes with the
demands of the modern
technological landscape.
According to the authors, CSE
programs in Sub-Saharan
Africa are designed to equip
students with foundational
knowledge in computing,
programming, algorithms, and
engineering principles. These
programs emphasize the
development of problem-
solving skills, critical thinking,
and the ability to design and
implement complex systems.
(CSE) Program
nor have taught
under the
Outcome-
Based
Education
(OBE)
framework.
2. They have
less than two
years of
teaching
experience in
the CSE
Program.
3. They are
unwilling to
provide
informed
consent or are
unable to fully
participate in
the study.
Similarly, the
student
participants may
not participate if:
1. They are not
currently
enrolled in the
Computer
Science and
Engineering
(CSE) Program
qualitative
analyses
were
triangulated
to provide a
comprehen
sive
understandi
ng of the
research
questions,
ensuring
the
robustness
and validity
of the
study's
conclusions
.
Page 6 of 11
7. The curriculum typically
includes core subjects such
as computer architecture,
software engineering, data
structures, and artificial
intelligence, as well as
opportunities for students to
specialize in areas like
cybersecurity, data science,
or network engineering.
The authors also discuss the
pedagogical approaches
employed in CSE programs,
noting a shift towards more
interactive and practical
learning experiences. This
includes the integration of
project-based learning,
internships, and industry
collaborations, which are
aimed at enhancing students'
readiness for the workforce.
The implementation of
Outcome-Based Education
(OBE) is highlighted as a key
strategy in achieving this
alignment between academic
outcomes and industry needs.
Extent of Implementation and
Impact of OBE in
Muhammadiyah Institutions:
The Case of CSE Program**
In the context of
or have not
been exposed
to the Outcome-
Based
Education
(OBE)
framework.
2. They have
completed
fewer than two
semesters of
coursework
within the OBE
framework.
3. They are
unwilling to
provide informed
consent or are
unable to fully
participate in the
study
Page 7 of 11
8. Muhammadiyah institutions,
the implementation and
impact of OBE within the
Computer Science and
Engineering (CSE) program
can be analyzed through the
framework provided by
Bainomugisha et al. (2024).
OBE, as applied in CSE
programs, focuses on
ensuring that graduates not
only possess theoretical
knowledge but also the
practical skills necessary to
meet the demands of the
industry and society.
Muhammadiyah institutions,
like those studied in Sub-
Saharan Africa, have
increasingly adopted OBE to
enhance the relevance and
quality of their CSE programs.
The extent of this
implementation can be
observed in several key
areas:
1. Curriculum Design: Similar
to the programs described by
Bainomugisha et al.,
Muhammadiyah institutions
have restructured their CSE
curricula to align with specific
learning outcomes. These
outcomes are often defined in
Page 8 of 11
9. consultation with industry
stakeholders to ensure that
graduates are prepared for
the challenges of the
workforce.
2. Assessment Methods: In
line with OBE principles,
assessment methods in
Muhammadiyah CSE
programs have shifted from
traditional exams to more
holistic evaluations that
include projects,
presentations, and real-world
problem-solving tasks. This
approach not only measures
students' knowledge but also
their ability to apply that
knowledge in practical
scenarios.
3. Industry Collaboration:
Muhammadiyah institutions
have also increased their
engagement with industry
partners, offering students
opportunities for internships,
collaborative projects, and
exposure to current
technological trends. This
aligns with the practices
described by Bainomugisha et
al., where such collaborations
are seen as vital for ensuring
that CSE programs remain
Page 9 of 11
10. relevant and effective.
4.Continuous Improvemen:
The impact of OBE in
Muhammadiyah's CSE
programs is further reflected
in the commitment to
continuous improvement.
Feedback from students,
alumni, and employers is
regularly used to refine
curricula and teaching
methods, ensuring that the
program evolves in response
to changing technological and
societal needs.
In summary, the CSE
program within
Muhammadiyah institutions
has embraced OBE as a
means of enhancing the
quality and relevance of its
educational offerings. By
aligning curriculum,
assessment, and industry
collaboration with clearly
defined outcomes, these
institutions aim to produce
graduates who are not only
knowledgeable but also
capable of contributing
effectively to the field of
computer science and
engineering. This approach
mirrors the strategies
Page 10 of 11
11. discussed by Bainomugisha
et al. (2024) and underscores
the global relevance of OBE
in modern higher education.
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