By making these competencies explicit, OBE encourages students to answer the question, “What can I do?” rather than, “What have I learned?” This shift fundamentally transforms the purpose of education from a passive accumulation of knowledge to an active demonstration of real-world skills.

OBE is an educational system that focuses on clear learning outcomes or achievements over traditional curriculum completion models. By setting concrete goals that mirror industry standards. Cen et al. (2024) highlight that OBE’s alignment with industry needs helps prepare graduates for practical, real-world applications, which is essential in fields where measurable skills translate directly to job performance. This alignment makes OBE especially beneficial for fostering graduates who are immediately ready for the workplace.

OBE provides a clear framework for developing curriculum and semester learning plans (RPS). By focusing on Program Learning Outcomes (PLO), study programs can systematically design curriculum that are relevant to the needs of industry and society. Anderson and Krathwohl (2001) emphasize the importance of using structured and measurable competencies within OBE frameworks. This approach not only supports authentic assessments but also makes it easier to design curriculum that genuinely reflects student readiness for professional demands. As a result, OBE enables educators to develop curriculum maps and assessments that provide clear evidence of students’ readiness to meet the expectations of their chosen fields.

One important aspect of OBE is determining Course Learning Outcomes (CLO). Every course must have at least three CLOs, including: one for attitude, one for knowledge, and one for skills. These CLOs are derived from the PLOs. The ABCD model – Audience, Behavior, Condition, Degree – provides an effective format for writing CLOs, as detailed in The ABCDs of Writing Learning Objectives. By using measurable action verbs and setting performance standards, the ABCD model ensures that learning outcomes are not only clear but also relevant to real-world applications, making them easy to assess. This alignment with the ABCD model strengthens the course’s focus on practical skills, helping students clearly understand the expectations and enabling instructors to assess outcomes accurately.

The following are the steps to create CLO:

1. Select PLO from the Operational Curriculum (KO) document of the course. The selected PLO must cover three domains (attitude, knowledge, and skills). The number of selected PLOs must also match the course’s credit weight.
   
   
2. The selected PLO is then translated into CLO. Writing CLO uses the Audience, Behaviour, Condition, and Degree (ABCD) format:

a. Audience: Who is learning?
b. Behaviour: What should students do? Use appropriate, measurable action verbs that refer to Fink’s Taxonomy.
c. Condition: Under what conditions will the behaviour appear? Include the assessment that will be used to measure the expected behaviour, according to the assessment domain.
d. Degree: How well must the behaviour be achieved? Specify the level of success students should reach in achieving that behaviour.

Course: Team Development and Management

Program Learning Outcomes (PLO):

• PLO 01:
  Demonstrates devout to God Almighty, religious attitudes, internalization of academic values and ethics, and shows responsibility, independence, resilience, and entrepreneurship ( Attitude).
  
  
• PLO 06:
  Master and implement theoretical concepts of management and management functions (planning, organizing, staffing, directing, controlling, and evaluating) and organizational functions (marketing, operations, human resources, finance, and strategy) at the management level in various organizations (Skills, Knowledge).

Course Learning Outcomes (CLO):

• CLO 01:
  Students can demonstrate responsibility through completing a group project on developing and managing a team effectively for an organization according to the assessment rubric (Attitude).
  
  
• CLO 02:
  Students can analyze the needs of an organization based on goals and strategies at the management level in various organizations when given a case study related to the organization, in line with the rubric (Knowledge).
  
  
• CLO 03:
  Students can apply an effective system of team development and management for an organization based on the organization’s needs through a group project, in line with the assessment rubric (Skills).

Lecturers are expected to understand and implement the OBE approach effectively in their daily teaching practices. Through OBE, we not only prepare students for academic success but also equip them to compete in the professional world with real and relevant competencies.