The Mathematics Education Study Program of UIN Sunan Kalijaga Yogyakarta conducted a Focus Group Discussion (FGD) on the Results of the Curriculum Redesign on Tuesday, April 23, 2024. The discussion featured Dr. Imam Sujadi, M.Si. from Universitas Sebelas Maret (UNS) Surakarta as the keynote speaker. The FGD served as a forum to review and refine the redesigned curriculum to ensure its alignment with national higher education standards and international quality assurance frameworks.

In his presentation, Dr. Imam Sujadi emphasized that the redesigned curriculum should not only define Graduate Competency Standards (GCS) and Program Learning Outcomes (PLOs), but also establish a comprehensive system to ensure their achievement. A study program must clearly demonstrate how graduate competencies are developed through the curriculum, how they are assessed, and how assessment results are used for continuous quality improvement. He further highlighted that curriculum implementation should fully embrace the principles of Outcome-Based Education (OBE), with learning activities designed to enable students to demonstrate meaningful competencies upon graduation. Consequently, Course Learning Plans (RPS) should incorporate Problem-Based Learning (PBL) and Case Method approaches, shifting the focus from content delivery toward knowledge construction, problem-solving, and the application of learning in authentic contexts.

Dr. Imam Sujadi also stressed the importance of maintaining consistency throughout the curriculum document. He noted that a study program should formulate a scientific vision that reflects the academic discipline it seeks to develop, rather than adopting an institutional vision. Likewise, graduate profiles should be formulated based on evidence from tracer studies and societal needs, and should be translated coherently into Program Learning Outcomes, curriculum structure, and learning experiences. The discussion also highlighted the need to strengthen curriculum evaluation through measurable indicators. Mapping the relationship between courses and Program Learning Outcomes, documenting formative assessments, monitoring the achievement of each PLO at the program level, and optimizing initiatives such as MBKM and fast-track pathways were identified as important strategies for enhancing curriculum quality and ensuring continuous improvement.

Through this FGD, the Mathematics Education Study Program reaffirmed its commitment to developing a curriculum that is evidence-based, measurable, and responsive to educational developments, while producing graduates who are well-prepared to meet the demands of the teaching profession and the broader needs of society.

--BL