The measurement of curriculum attainment at UPH follows the PPEPP cycle (Establishment, Implementation, Evaluation, Control, and Improvement) to support Continuous Quality Improvement (CQI).

• Evaluation Phase (Monitoring and Analysis):
  Student learning outcome data from completed academic periods are retrieved from the Learning Outcomes module in OPCS and visualized through the Power BI Dashboard. Subsequently, lecturers and study programs conduct a Management Review Meeting (Root Cause Analysis) to evaluate the results and address the key question: “Have the CPMKs been achieved according to the established targets?”
  
  
• Control Phase – Corrective Action (If NOT ACHIEVED / Score < Target):
  This phase focuses on addressing gaps in learning outcome attainment identified during the evaluation process. The faculty team performs a root cause analysis by examining assessment items, teaching methods, and learning media, and subsequently revises the RPS/Syllabus, teaching materials, or assessment strategies. These corrective actions are then implemented in the following semester.
  
  
• Improvement Phase – Continuous Development (If ACHIEVED / EXCEEDED):
  When the targeted learning outcomes have been achieved or exceeded, the study program proceeds with continuous improvement initiatives, including benchmarking and tracer studies. The findings are documented in a Curriculum Addendum, which may include revisions to CPL descriptions and restructuring of the course map, and are incorporated into the latest curriculum as the new CPL standard.

The monitoring and evaluation of learning outcomes play a strategic role in supporting study program accreditation at both the national (BAN-PT and LAM) and international levels while promoting continuous quality improvement.

• Authentic Evidence of Continuous Quality Improvement (CQI):
  Modern accreditation frameworks place significant emphasis on Outcome-Based Education (OBE) and continuous quality improvement. The documented audit trail, from the evaluation phase through corrective actions and curriculum improvements (Curriculum Addendum), provides authentic evidence that the Internal Quality Assurance System (SPMI) is effectively implemented and continuously maintained within the study program.
  
  

• Readiness of Self-Evaluation Report (LED) Data:
  Through an integrated reporting system powered by Power BI, study programs no longer need to manually compile learning outcome data during the accreditation process. Valid and reliable statistics on CPL attainment, from the study program level down to individual student performance, are readily available and can be accessed for audit purposes at any time.
  
  
• Public Accountability:
  Transparent reporting and visualization of learning outcome achievement demonstrate that the study program’s curriculum effectively develops graduates who meet the intended Graduate Profile, thereby strengthening institutional accountability to stakeholders.

Once the Heads of Study Programs (Kaprodi) assisted by the administrative staff, have completed mapping the PLOs onto the CLOs and entered the data into the OPCS system, faculty members in each study program can analyze the supporting data for accreditation and quality evaluation. This can be accessed via the learning outcome dashboard on the portal.uph.edu platform by navigating to the Dashboard column > selecting the CTL unit from the Dashboard menu > selecting “Dashboard Evaluasi Capaian Pembelajaran” (accessible only to Deans and/or Heads of Study Programs). You may utilize the three main pages on the Power BI Dashboard using the following interpretation methods:

Note:

1. Visual reporting on the Power BI dashboard will only become available after the grade input period in OPCS is officially closed. Therefore, the process of inputting learning achievement data and assessment weights for new Course IDs in that term MUST be completed by the study program at least 2 weeks before the final exam (UAS) period begins.
2. The learning outcome dashboard on portal.uph.edu can only be accessed by the Dean and/or the Head of the Study Program.

To support the implementation process, we provide a comprehensive guide and practical examples for mapping CPL to CPMK, along with step by step instructions for entering the data into the OPCS system. Click here to access the implementation guide.

If you need assistance with completing the Excel alignment template (CPL–CPMK mapping) or experience any technical issues while entering data into the OPCS system, please contact the UPH Center for Teaching and Learning (edu.tech@uph.edu) team for support.