Pengembangan Model Audit Kepatuhan RPS Berbasis OBE untuk Penguatan Penjaminan Mutu Akademik

Khafi Puddin; Aprinawati Aprinawati; Rangga Restu Prayogo; Haryadi Haryadi; Fadli Agus Triansyah; Gathan Kievlan Khelkal Rahman

doi:10.61132/arjuna.v4i3.3001

Authors

Khafi Puddin Universitas Negeri Medan
Aprinawati Aprinawati Universitas Negeri Medan
Rangga Restu Prayogo Universitas Negeri Medan
Haryadi Haryadi Universitas Negeri Medan
Fadli Agus Triansyah Universitas Negeri Medan
Gathan Kievlan Khelkal Rahman Universitas Negeri Medan

DOI:

https://doi.org/10.61132/arjuna.v4i3.3001

Keywords:

Academic Quality Assurance, Compliance Audit, Outcome-Based Education, Quality Assurance, RPS

Abstract

The implementation of Outcome-Based Education (OBE) requires traceability between learning outcomes, learning processes, and assessment systems that are consistently documented in the Semester Learning Plan (RPS). However, RPS evaluation at the departmental level still faces challenges, including the absence of standardized assessment mechanisms, limited audit instruments, and suboptimal verification and follow-up procedures for improvement. This study aimed to develop an OBE-based RPS compliance audit model to strengthen academic quality assurance in the Management Department, Faculty of Economics and Business, Universitas Negeri Medan. The study employed a mixed methods and Research and Development (R&D) approach through needs analysis, model and instrument design, expert validation, limited testing, and policy finalization. Data were collected through document analysis, interviews, Focus Group Discussions (FGDs), and questionnaires. The results produced an evidence-based audit model covering 13 major RPS components with a 1–5 assessment scale and the principle that undocumented components are considered not implemented. The model also incorporates evaluation, recommendations, revision, re-verification, approval, and continuous monitoring mechanisms. The developed model can strengthen the objectivity, transparency, traceability, and consistency of RPS evaluation while supporting continuous quality improvement in academic quality assurance.

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