Higher education transformation toward graduate outcome-centered learning continues to evolve. At FKG UGM, this process extends beyond classrooms to how lecturers reflect on their teaching practices through learning portfolios.
Through the Workshop on Completing Undergraduate, Master’s, and Doctoral Program Portfolios, FKG UGM aims to strengthen the implementation of Outcome-Based Education (OBE), a curriculum approach that requires measurable student learning outcomes. This approach aligns with the Merdeka Belajar Kampus Merdeka (MBKM) policy, which positions students as active participants in learning.
However, implementation still faces challenges. Internal faculty data indicate that course portfolio submission rates remain below 50 percent. Yet portfolios serve as primary evidence that learning processes truly align with graduate competency outcomes.
“Portfolios are not merely administrative reports. They show whether students have genuinely achieved the competencies designed by the study program,” said Vice Dean for Academic and Student Affairs, Prof. drg. Rosa Amalia, M.Kes., Ph.D.
From Curriculum to Real Practice
Since UGM established OBE as the curriculum framework through rector regulations, each study program must design clear Graduate Learning Outcomes (CPL) and translate them into courses. The challenge arises when concepts must be transformed into concrete learning and assessment practices.
Here, the Academic OBE Information System (SiOBA) plays a critical role. The system helps lecturers document the linkage between lesson plans, evaluation methods, and student learning outcomes.
According to workshop speaker drg. Fimma Naritasari, M.D.Sc., the digital system is designed to simplify the process. “If the syllabus follows the required format, portfolio completion can be finished within hours. The issue often lies not in the system, but in habit,” she explained.
At the postgraduate level, challenges become more complex. Courses are elective, student numbers fluctuate, and topics evolve alongside research developments. This requires flexibility in designing project-based, discussion-based, and research-based assessments—principles also emphasized in MBKM.
IKU 7 and Participatory Learning
Change is further encouraged by the Higher Education Key Performance Indicators (IKU), particularly IKU 7, which emphasizes collaborative and participatory learning. Under this indicator, assessment is no longer dominated by cognitive exams but instead emphasizes projects, case studies, and active student participation.
For dental education, this approach is highly relevant. Clinical competence, patient safety, and evidence-based dentistry cannot be built solely through memorization, but through case analysis and reflective practice.
“Exams remain important, but they must be case-based. This makes learning more meaningful and aligned with IKU and the spirit of Merdeka Belajar,” Vima stated.
Portfolio as a Reflection Tool
FKG UGM emphasizes that learning portfolios are not merely accreditation requirements. They include lecturer self-evaluation and follow-up plans that serve as a basis for course improvement in subsequent semesters.
In the context of Kampus Merdeka, such reflection is crucial. Student learning autonomy must be balanced with lecturers’ readiness to design adaptive, relevant, and quality-assured instruction.
“We want lecturers not only to teach, but also to reflect on what they have done. From there, learning quality can be continuously improved,” Rosa concluded.
This initiative reflects the dynamics of higher education in the Merdeka Belajar era—balancing policy ideals, system readiness, and practical realities. It is a process that requires time, mentoring, and shared commitment, but remains essential for producing graduates who are truly competent and responsive to societal needs.
Reporter: Andri Wicaksono, Photographer: Fajar Budi Harsakti
