Objectives and Learning Outcomes

The Study Program has developed a comprehensive mapping between Program Learning Outcomes (PLO), Program Educational Objectives (PEO), and Subject Specific Criteria (SSC) as the basis for an Outcome-Based Education (OBE) curriculum. However, the faculty recognizes the importance of conducting a more in-depth reflection on the effectiveness of measuring PLO achievements and is striving to improve this by presenting trends in PLO achievements over time, rather than just within a single period. To this end, the faculty, through the Quality Assurance Unit and Quality Control Team, has begun developing data visualization tools to monitor PLO progress based on both direct and indirect assessment results, such as graduate satisfaction surveys and user feedback, among others.

This initiative aligns with Ministry of Education Regulation Number Three of Two Thousand Twenty on National Higher Education Standards, which mandates continuous evaluation of learning outcomes. At the institutional level, this is reinforced by UPNVJT Rector’s Regulation Number Twenty-Five of Two Thousand Twenty-Three on Academic Governance, which requires academic programs to document, analyze, and utilize PLO data as a basis for curriculum review and continuous quality improvement (CQI). The upcoming quality assurance dashboard will present time-series PLO achievements per cohort, enabling the faculty to identify trends, ensure consistency, and address areas needing improvement more effectively.

The Faculty considers student feedback a key element in the refinement of Program Learning Outcomes (PLOs). Feedback is collected through learning evaluations, tracer studies, and student forums, then analyzed for consistency and relevance to industry needs. To enhance its impact on curriculum policy, the faculty applies critical analysis to recurring feedback patterns that indicate gaps between the learning process and PLO achievement.

This process aligns with the Ministry of Education Regulation Number Three of Two Thousand Twenty on National Higher Education Standards, which mandates stakeholder involvement, including students, in learning outcome evaluation. Institutionally, it is supported by UPNVJT Rector’s Regulation Number Twenty-Five of Two Thousand Twenty-Three, which requires academic programs to base curriculum improvements on survey data, course evaluations, and student learning reflections. By applying critical analysis to student feedback, the faculty not only formally revises PLOs but also fosters an academic culture that is responsive and adaptive to evolving student and industry needs.