![\"\"](\"https:\/\/fkg.ugm.ac.id\/wp-content\/uploads\/sites\/30\/2026\/01\/DSC_0006-1024x683.jpg\")
<\/figure>\n<\/figure>\n\n\n\nFrom Curriculum to Real Practice<\/strong><\/p>\n\n\n\n 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.<\/p>\n\n\n\n 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.<\/p>\n\n\n\n According to workshop speaker drg. Fimma Naritasari, M.D.Sc., the digital system is designed to simplify the process. \u201cIf the syllabus follows the required format, portfolio completion can be finished within hours. The issue often lies not in the system, but in habit,\u201d she explained.<\/p>\n\n\n\n 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\u2014principles also emphasized in MBKM.<\/p>\n\n\n\n IKU 7 and Participatory Learning<\/strong><\/p>\n\n\n\n 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.<\/p>\n\n\n\n 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.<\/p>\n\n\n\n \u201cExams remain important, but they must be case-based. This makes learning more meaningful and aligned with IKU and the spirit of Merdeka Belajar,\u201d Vima stated.<\/p>\n\n\n\n Portfolio as a Reflection Tool<\/strong><\/p>\n\n\n\n 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.<\/p>\n\n\n\n In the context of Kampus Merdeka, such reflection is crucial. Student learning autonomy must be balanced with lecturers\u2019 readiness to design adaptive, relevant, and quality-assured instruction.<\/p>\n\n\n\n \u201cWe want lecturers not only to teach, but also to reflect on what they have done. From there, learning quality can be continuously improved,\u201d Rosa concluded.<\/p>\n\n\n\n This initiative reflects the dynamics of higher education in the Merdeka Belajar era\u2014balancing 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.<\/p>\n\n\n\n Reporter: Andri Wicaksono, Photographer: Fajar Budi Harsakti<\/p>","protected":false},"excerpt":{"rendered":" Transformasi pendidikan tinggi menuju pembelajaran yang berpusat pada capaian lulusan terus bergulir. Di FKG UGM, proses ini tidak hanya menyentuh ruang kelas, tetapi juga cara dosen merefleksikan praktik mengajarnya melalui portofolio pembelajaran. Melalui Workshop Pengisian Portofolio Program Sarjana, Magister, dan Doktor, FKG UGM berupaya memperkuat penerapan Outcome-Based Education (OBE), pendekatan kurikulum yang menuntut keterukuran hasil […]<\/p>\n","protected":false},"author":295,"featured_media":17299,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[136],"tags":[307,289,291,297],"class_list":["post-17298","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-berita-terbaru","tag-sdg-17-kemitraan-untuk-mencapai-tujuan","tag-sdg-3-kesehatan-dan-kesejahteraan-yang-baik","tag-sdg-4-pendidikan-berkualitas","tag-sdg-9-industri-inovasi-dan-infrastruktur"],"gutentor_comment":0,"yoast_head":"\n![\"\"](\"https:\/\/fkg.ugm.ac.id\/wp-content\/uploads\/sites\/30\/2026\/01\/DSC_0017-1024x683.jpg\")
<\/figure>\n<\/figure>\n\n\n\n![\"\"](\"https:\/\/fkg.ugm.ac.id\/wp-content\/uploads\/sites\/30\/2026\/01\/DSC_0033-1024x683.jpg\")
<\/figure>\n<\/figure>\n\n\n\n