Appendix D

AUN-QA ASSESSMENT REPORT AT PROGRAMME LEVEL

AUN-QA Assessment No.: Date of Assessment:

The 298th AUN-QA Programme Assessment (Online/Remote Site Visit) 10-14 October 2022

Name of Programme Assessed:

Bachelor of Qur'an and Tafsir Studies

Name of University:

Universitas Islam Negeri Sunan Gunung Djati Bandung

Name of Faculty/School:

Faculty of Ushuladdin

Name and Designation of Management Representative: email:

Dr Wahyudin Darmalaksana (Dean of Faculty of Ushuladdin) yudi_darma@uinsgd.ac.id
M Ag Ecep Ismael (Head of Department of Qur’an and Tafsir Studies) Cepis71@uinsgd.ac.id
Dr Irma Riyani (Head of SAR team) irmariyani@uinsgd.ac.id
Name of Assessors:
Dr Jorge Fidel Barahona Caceres, Maejo University, Thailand
Dr Nguyen Thi My Ngoc, Vietnam National University, Vietnam
Report Summary

This report is based on information provided in the self-assessment report (SAR), evidences, site tours, and interviews with selected
stakeholders including academic staff, support staff, students, alumni, and employers. It should be read together with the preliminary
findings presented at the closing ceremony where key strengths and areas for improvement were highlighted.

The AUN-QA assessment at programme level covers eight criteria. Each criterion is assessed based on a seven-point scale. A
summary of the assessment results for the Bachelor in Qur’an and Tafsir Studies at Universitas Islam Negeri Sunan Gunung
Djati Bandung, is as follows:

Criterion Score
1. Expected Learning Outcomes 4
2. Programme Structure and Content 4
3. Teaching and Learning Approach 4
4. Student Assessment 4
5. Academic Staff 4
6. Student Support Services 4
7. Facilities and Infrastructure 4
8. Output and Outcomes 4
Overall Verdict Adequate as Expected

Based on the assessment results, the Bachelor in Qur’an and Tafsir Studies programme at UIN Sunan Gunung Djati
Bandung fulfills the AUN-QA requirements to be awarded the AUN-QA certificate. The overall quality assurance implemented by
the Programme is “Adequate as Expected”.
 Criterion
1. Expected Learning Outcomes
1.1. The Programme to show that the expected
learning outcomes are appropriately formulated in
accordance with an established learning taxonomy,
are aligned to the vision and mission of the
University, and are known to all stakeholders.
1.2. The Programme to show that the expected
learning outcomes for all courses are appropriately
formulated and are aligned to the expected learning
outcomes of the programme.
Strengths
There is a strong push for the digitization of
the Qur’an and the practice of tahsin and
tahfidz. The stakeholders mentioned that
these activities strongly contribute to
developing the Qur’an and Tafsir Studies and
related industries.
The Qur’an and Tafsir Studies graduates are
involved in well-defined professions of great
importance to society in Indonesia. The
Bachelor in Qur’an and Tafsir Studies
(BPiQTS) use these professions to develop
graduate profiles describing the competencies
needed.
The ELOs are published in the programme
specification and on the university website.
The BPiQTS develops a curriculum matrix
that matches the courses with the ELOs. This
alignment is also reflected in the learning
plans (RPKPS). The CLOs have been
updated to reflect the ELOs and are
communicated in the RPKPS.
Areas for Improvement
Qur’an and Tafsir Studies graduates pursue
career paths that, although specific, require a
wide array of competencies. Therefore,
consider studying practices in different fields
such as teaching, communication, journalism,
language and linguistics to identify practices
that could be adopted to develop the BPiQTS
further.
It is recommended to establish a process to
validate the ELOs with stakeholders and
experts in the field (foreign and domestic) to
ensure the coverage of the ELOs. Moreover,
refining the ELOs to be SMART (specific,
measurable, achievable, relevant and time
scaled) is recommended. For example, ELO
7, “Exhibit the spirit to improve critical
thinking…” may need to be clearer and more
specific to improve its measurability. Revising
the verb usage to enhance the measurability
of the ELOs and CLOs is also suggested.
The curricular framework could be reviewed
for better clarity and constructive alignment
between courses and ELOs to facilitate the
formulation of CLOs. In addition, consider
installing a periodical vetting process for the
RPKPS and the CLO formulation process.
This may ensure the formulation of SMART
CLOs and their alignment with the ELOs.
1.3. The Programme to show that the expected
learning outcomes consist of both generic outcomes
(related to written and oral communication, problem-
solving, information technology, teambuilding skills,
etc) and subject specific outcomes (related to
knowledge and skills of the study discipline).
1.4. The Programme to show that the requirements
of the stakeholders, especially the external
stakeholders, are gathered, and that these are
reflected in the expected learning outcomes.
1.5. The Programme to show that the expected
learning outcomes are achieved by the students by
the time they graduate.
BPiQTS developed 7 ELOs that
accommodated generic and subject-specific
knowledge, skills and attitudes aligned to the
graduate profile and the University’s vision
and mission.
The ELOs are developed based on the KKNI,
Ministry of Religious Affairs Regulation
Statute, educational philosophy and
stakeholder feedback.
The BPiQTS has established a series of
assessments to ensure students have fulfilled
the ELOs, including the practicums,
comprehensive examination, Munaqashah
exam, etc. The BPiQTS has also aligned
courses with indicators and assessment
outcomes for each ELO.
Consider unifying the description of graduate
profiles into a single profile to facilitate the
formulation and classification of ELOs into
generic and subject-specific ELOs.
In gathering feedback, consider engaging a
larger pool of stakeholders to ensure
coverage and a more systematic analysis of
needs and requirements.
Also, explore additional forms of gathering
feedback from stakeholders. The mechanisms
could depend on the best way to reach
different stakeholders. This may ensure
sufficient information when developing the
graduate profile and ELOs.
Consider reviewing the assessment plans for
ELOs to ensure their effectiveness in
measuring achievement. For this purpose, it is
suggested that the assessments, including the
practicum, comprehensive exam, and
Munaqashah and their corresponding rubrics,
be more directly connected to the ELOs so
that the data generated from these
assessments can help the programme discern
levels of learning for each ELO.
The assessments identified as outcomes for
each course (shown in the curriculum Map of
BPiQTS) could be used as a portfolio of
assessments that can collectively help
measure the achievement of the learning
outcomes. When developing the assessment
portfolio, it is also suggested that achievement
targets and other metrics be established.
2. Programme Structure and Content
2.1. The specifications of the programme and all its
courses are shown to be comprehensive, up-to-date,
and made available and communicated to all
stakeholders.
2.2. The design of the curriculum is shown to be
constructively aligned with achieving the expected
learning outcomes.
2.3. The design of the curriculum is shown to include
feedback from stakeholders, especially external
stakeholders.
The BPiQTS publishes information about the
programme on the university website and
brochures. In turn, the course specifications
are made available to stakeholders through
RPKPs.
The program develops a curriculum mapping
where the courses are aligned with the ELOs.
Moreover, the BPiQTS has made a
tremendous effort to update the RPKPs to
reflect the new ELOs.
Stakeholder feedback is gathered through
focus discussion groups, surveys, and
meetings. The information is used to revise
the curriculum.
A regular reviewing process based on PDCA
could be established to ensure consistency of
information and completeness of the
specifications. It is also suggested to enhance
the channels to communicate these
specifications to ensure stakeholders are
updated on the changes in the ELOs and
curriculum.
To enhance OBE, it is suggested to validate
the curricular framework to ensure sufficiency
in the number of courses and CLOs to
achieve each ELO (especially for ELO 7).
Conducting a systematic analysis of the
stakeholder’s feedback on the courses,
teaching and learning (T&L), and
assessments, may help enhance the
curriculum review process. Furthermore,
consider reviewing and developing additional
mechanisms to gather feedback from the
stakeholders. On this note, the mechanisms
could be tailored to ensure that the
information enhances specific parts of the
curriculum. Roadmaps may facilitate this
process by illustrating how the stakeholder
feedback mechanisms interact with the
curriculum review process.
2.4. The contribution made by each course in
achieving the expected learning outcomes is shown
to be clear.
2.5. The curriculum to show that all its courses are
logically structured, properly sequenced (progression
from basic to intermediate to specialized courses),
and are integrated.
2.6. The curriculum to have option(s) for students to
pursue major and/or minor specializations.
See 2.2
The BPiQTS develops an illustration that
shows that the courses are logically
structured, sequenced and integrated.
In line with 1.1, the career paths for Qur’an
and Tafsir graduates are very well-defined
and relevant to the needs of the industry. The
curriculum, courses, T&L and assessments
are designed for this purpose.
Clarifying how X, M, B, I and A impact the
course and its CLO may help validate the
course’s contribution to achieving the ELOs.
In addition, the lesson plans could further
emphasize the impacts of X, M, B, I and A on
the course and CLOs.
It is suggested to revise the alignment
between CLOs, T&L, and assessment plans
to enhance OBE. For this, a periodic vetting
process of the course syllabus, T&L and
assessments could be established to ensure
the course’s contribution to achieving the
ELOs.
During the interviews, students had difficulty
explaining what types of final requirements
they needed to accomplish and the timing of
these activities. Consider integrating the
maps into one to enhance their user-
friendliness and ensure the map effectively
shows (a) how the KSAs are progressively
developed and (b) the timeline for students to
accomplish the final requirements.
Also, consider benchmarking the structure
and sequence of the curriculum with similar
programmes abroad. This may help find ways
to enhance the curriculum as well as the
sequencing of the courses.
The list of elective courses could be
expanded to develop areas of specialization.
Furthermore, the types of research areas
students engage in while doing their
undergraduate thesis could serve a more
central role in determining the elective
courses for students.
2.7. The Programme to show that its curriculum is
reviewed periodically following an established
procedure and that it remains up-to-date and relevant
to industry.
3. Teaching and Learning Approach
3.1. The educational philosophy is shown to be
articulated and communicated to all stakeholders. It
is also shown to be reflected in the teaching and
learning activities.
3.2. The teaching and learning activities are shown to
allow students to participate responsibly in the
learning process.
The curriculum is reviewed at five-year
intervals. Several stakeholders are involved in
the curriculum review process.
UIN Sunan Gunung Djati Bandung
established “Wadyu Memandu Ilmu” (WMI) as
its educational philosophy. Being part of the
religious sciences programmes, the WMI is
fully integrated into most of the courses and
training in the BPiQTS.
Various teaching and learning activities inside
and outside the classroom are employed to
achieve the ELOs. These teaching and
learning activities are shown to allow students
to participate responsibly and actively,
including forum group discussion, student
community services, and community
empowerment learning.
See 2.3.
It is suggested to increase the exposure of
the curriculum to foreign universities and
experts to find avenues to enhance it further.
Engaging international experts as curriculum
evaluators or guest lecturers could be ways to
achieve this purpose. This has the added
benefit in that it can help build networks with
international scholars.
Consider engaging in the following activities
to produce guidelines that will help academic
staff to design T&L activities for their courses:
1. Defining and developing an
interpretation of what it means for
students to participate responsibly in
the learning process and active
learning in the Qur’an and Tafsir
Studies;
2. Identifying and stating the lifelong
learning skills that are most needed for
employability so that they can be
 systematically integrated into the
courses and teaching and learning;
3. Benchmarking of the T&L activities with
similar programmes at foreign
universities;
4. Feedback from alumni whose
workplaces require creative thinking,
an entrepreneurial mindset, and
lifelong learning could be valuable
sources of information on what learning
activities and processes could be
integrated inside and outside the
curriculum to develop these skills.

Several students mentioned they had difficulty

studying in the BPiQTS because of their
proficiency level in Arabic and English. In
turn, employers and alumni mentioned the
importance of enhancing English
communication skills of the alumni. For this
reason, consider engaging the Language
Centre as a strategic partner in developing
and delivering teaching and learning
practices. The partnership may also
encompass a cooperation between the
Centre and the Faculty’s Writing Centre.

3.3. The teaching and learning activities are shown to See 3.2 See points 1 and 3 in 3.2
involve active learning by the students.
3.4. The teaching and learning activities are shown to
promote learning, learning how to learn, and instilling
in students a commitment for life-long learning (e.g.,
commitment to critical inquiry, information-processing
skills, and a willingness to experiment with new ideas
and practices).
3.5. The teaching and learning activities are shown to
inculcate in students, new ideas, creative thought,
innovation, and an entrepreneurial mindset.
3.6. The teaching and learning processes are shown
to be continuously improved to ensure their
relevance to the needs of industry and are aligned to
the expected learning outcomes.
Teaching and learning activities help with
lifelong learning skills, including critical
thinking, communication, and problem-
solving. In addition, the students can take a
course on entrepreneurship.
Students from the BPiQTS have opportunities
to create Android content, including the
Qur’an live chat, Aplikasi Biografi Mufassir,
Ebook Tafsir Nusantara, and Library tafsir.
Several changes have been made to the
teaching and learning processes relevant to
the industry’s needs. Additionally, surveys are
given to students to assess the lecture
process.
See points 2 and 3 in 3.2
See point 4 in 3.2
To enhance the student’s learning experience
further, stakeholders expressed a need to
1. Incorporate English material within the
teaching and learning and courses;
2. Enhance student creativity in
communicating the Qur’an;
3. Open for more tutor alternatives for
Tahfidz. Peer groups could be
considered to support the tutors.
To enhance OBE, consider reviewing the
curricular framework for better constructive
alignment between the ELOs, courses, CLOs,
topics, teaching and learning and
assessments. This may help the programme
validate the alignment of the T&L with the
learning outcomes, assessments and course
context.
It is suggested to establish a mechanism by
which the teaching and learning approaches
are periodically reviewed based on student
achievement of ELOs and CLOs. Peer
reviews and feedback from students,
including students and alumni, may be helpful
for this. This may help establish a mechanism
for continually improving the teaching and
learning processes and their alignment with
the expected learning outcomes.

4. Student Assessment
4.1. A variety of assessment methods are shown to
be used and are shown to be constructively aligned
to achieving the expected learning outcomes and the
teaching and learning objectives.
4.2. The assessment and assessment-appeal
policies are shown to be explicit, communicated to
students, and applied consistently.
4.3. The assessment standards and procedures for
student progression and degree completion, are
shown to be explicit, communicated to students, and
applied consistently.
Various assessments are carried out,
including daily tasks, group tasks, and mid-
term and final evaluations. The assessments
are relevant to the needs of the industry of the
BPiQTS, which are creating hafidz and
hafidzah as Tahfidz Qu’ran tutors.
Furthermore, BPiQTS designed various
assessments to measure the achievement of
the ELOs and CLOs.
The assessments, assessment standards,
and procedures are developed and
communicated to students. The information
on the assessment, assessment criteria,
components, and mid-term and final exams
are included in the RPKPS. The academic
staff informs students of the types of
assessments during the first week of the
semester and makes a learning contract with
the students.
Students have opportunities to refute their
scores.
See 4.2
A systemic process to ensure the alignment
of the courses and programmes in mapping
their contribution is needed (course level
mapping and programme level mapping).
A detailed and validated mapping between
the CLOs and student assessment is
recommended to determine the
appropriateness of the assessment levels and
methods in achieving the CLOs and ELOs.
A mechanism by which the assessment
methods, rubrics and marking schemes are
continuously reviewed could be considered to
enhance the effectiveness of the assessment
practices, the linkage between teaching
practices and student academic achievement,
and their alignment with the ELOS and CLOs.
Peer reviews and feedback from
stakeholders, including students and alumni,
may be helpful for this.
Benchmarking the assessment standards and
procedures for student progression and
completion with programmes similar to the
BPiQTS (foreign and domestic) may help find
avenues to enhance these standards.
4.4. The assessments methods are shown to include
rubrics, marking schemes, timelines, and regulations,
and these are shown to ensure validity, reliability,
and fairness in assessment.
4.5. The assessment methods are shown to measure
the achievement of the expected learning outcomes
of the programme and its courses.
4.6. Feedback of student assessment is shown to be
provided in a timely manner.
4.7. The student assessment and its processes are
shown to be continuously reviewed and improved to
ensure their relevance to the needs of industry and
alignment to the expected learning outcomes.
5. Academic Staff
The BPiQTS implements student assessment
criteria where the rubrics are included.
The RPKPS also has a schedule that shows
the timeline for student assessment for each
week of the semester.
See 4.1
To graduate, students must complete a series
of assessments, including a certificate for
tahfidz, a comprehensive exam, and an
undergraduate thesis (Munaqasyah).
Feedback on student assessment is provided
to students.
The BPiQTS designs several assessments
(mentioned in 4.5) that are relevant to the
needs of the industry, which are creating
hafidz hafidzah, candidates to become
mentors of tahfidz of Qur’an.
The mechanism mentioned in 4.2 could also
facilitate the reviewing of the validity, reliability
and implementation of the rubrics and
marking scheme.
The final requirements and their alignment
with the ELOs could be validated to ensure
that they can effectively measure the
achievement of each ELO. On this note, the
BPIQTS may develop indicators based on
tahsin and tahfidz assessments and redesign
the comprehensive exam, the Munaqasyah,
and their rubrics to facilitate the measurement
of achievement of each ELO individually.
Also, strongly consider benchmarking with
universities offering similar programs inside
and outside Indonesia to find other forms of
exit assessment to measure the achievement
of ELOs.
The BPiQTS may develop guidelines that
detail recommended timelines and
mechanisms to provide feedback on student
assessments. This will help the BPiQTS
establish a mechanism to monitor the actual
practice of student assessment feedback.
See 4.2.
5.1. The Programme to show that academic staff
planning (including succession, promotion, re-
deployment, termination, and retirement plans) is
carried out to ensure that the quality and quantity of
the academic staff fulfill the needs for education,
research, and service.
5.2. The Programme to show that staff workload is
measured and monitored to improve the quality of
education, research, and service.
5.3. The Programme to show that the competences
of the academic staff are determined, evaluated, and
communicated.
5.4. The Programme to show that the duties
allocated to the academic staff are appropriate to
qualifications, experience, and aptitude.
5.5. The Programme to show that promotion of the
academic staff is based on a merit system which
accounts for teaching, research, and service.
BPiQTS conducts manpower planning of
academic staff based on the workload and
needs of lecturers for teaching courses.
The recruitment process follows national laws
and regulations.
Staff workload is measured and monitored
through the RBKD and the LKD. These
reports help evaluate whether lecturers have
performed their teaching, research and
services obligations.
The competences of academic staff are
measured through a lecturer certification
exam. Furthermore, UIN assesses the
academic staff’s work goals achievement.
Lecturers are tasked with courses based on
their academic qualifications. The academic
staff must get a teaching assignment letter
before they can teach.
The promotion of the academic staff follows
the regulations of the Ministry of Education.
The promotion of academic staff is based on
a merit system which accounts for teaching,
research and community service.
Long-term academic staff planning may
include future projections of students enrolled
in the programme. Furthermore, the academic
staff planning could be more sensitive to new
developments in the curriculum.
To identify ways to optimize the academic
staff workload, consider collecting feedback
from the academic staff and students on how
the workload impacts education, research and
services. Perhaps hiring more academic staff
(part-time or full-time) could be considered to
improve the teaching workload.
To encourage academic staff to effectively
improve their performances, it is necessary to
consider a mechanism to evaluate the
process itself, whether it consists of an annual
survey, manager feedback, reporting, or a
combination of these and other methods.
Stakeholders suggested that increasing the
number of academic staff with a PhD degree,
specializing in various majors and
competencies, could be considered. This
could help the BPiQTS cluster the courses
depending on the area of Qur’an and Tafsir
Studies more easily.
Gathering feedback from the academic staff
on their experience going through the
promotion process and studying the
promotion process in other Indonesian
universities may help find avenues to
enhance this process.
5.6. The Programme to show that the rights and
privileges, benefits, roles and relationships, and
accountability of the academic staff, taking into
account professional ethics and their academic
freedom, are well defined and understood.
5.7. The Programme to show that the training and
developmental needs of the academic staff are
systematically identified, and that appropriate training
and development activities are implemented to fulfil
the identified needs.
Rights and privileges, benefits, roles and
relationships and accountability are contained
in the various regulations of the UIN SGD
academic Guidebook and the Degree of the
Rectors of Universities.
Also, a procedure is implemented for
academic staff who do not meet the standard
or violate the rules, norms, and ethics. It
starts by providing coaching to the academic
staff. Academic staff are given three warnings
before being dismissed.
A coaching system is implemented to help
guide and mentor academic staff to reach the
desired competency and carry out the
Tridharma.
Consider developing a training needs analysis
to identify what training may further elevate
the academic staff performance. Workshops
and meetings could be used to complement
the training needs analysis. More training in
OBE, IT literacy, and pedagogy skills is
encouraged.
The following actions may help pursue
internationalization of the academic staff and
further development of the BPiQTS:
1. Enhancing the academic staff
networking by motivating them to join
international associations in Islamic
Studies. These connections could then
help the BPiQTS invite foreign scholars
to join the editorial board of the
different journals managed by the
faculty;
2. Pushing for abstracting and indexing of
the Journals with international
databases further;
3. Finding ways to expand the channels
to communicate the creative output and
make them available in foreign
languages.
5.8. The Programme to show that performance
management including reward and recognition is
implemented to assess academic staff teaching and
research quality.
6. Student Support Services
6.1. The student intake policy, admission criteria, and
admission procedures to the programme are shown
to be clearly defined, communicated, published, and
up-to-date.
6.2. Both short-term and long-term planning of
academic and non-academic support services are
shown to be carried out to ensure sufficiency and
quality of support services for teaching, research,
and community service.
6.3. An adequate system is shown to exist for student
progress, academic performance, and workload
monitoring. Student progress, academic
performance, and workload are shown to be
systematically recorded and monitored. Feedback to
students and corrective actions are made where
necessary.
The programme has established a
Development Master Plan (RIP), which is a
roadmap for improving the quality of lecturers.
Also, lecturers receive awards for service
performance of 10, 20, and 50 years.
The student intake policy, admission criteria,
and procedures are defined and
communicated. Students can apply to the
BPiQTS through 3 channels: the SNMPTN,
SPAN-PTKIN, SBMPTN, UM PTKIN, and
Ujian Mandiri.
Support services are available for students.
These include scholarship opportunities,
counselling, and a college clinic located on
campus.
The programme provides an academic
student advisor. Furthermore, they develop a
roadmap that students must follow to
graduate on time.
It is suggested that the university/faculty
provide awards and recognition for
outstanding faculty members to show
appreciation for their performance and
contributions.
It is recommended to develop a reward and
recognition strategy that is more in line with
the university goals, values, and objectives to
make the recognition more impactful. Also, it
is necessary to create more opportunities for
academic staff to receive the rewards and
recognition to motivate their job, loyalty and
confidence.
A review of methods and criteria for selecting
students may be carried out, considering
student performance, achievements of ELOs,
and drop out.
It is advised to conduct a regular support
service planning to ensure sufficiency and
quality support services for teaching, research
and community services.
It is suggested that in monitoring student
progress, the following could be considered:
1. Developing action plans based on data
on student performance, dropout, etc.;
2. Reviewing the efficacy of the
counselling system in addressing
students’ academic and non-academic
issues;

6.4. Co-curricular activities, student competition, and
other student support services are shown to be
available to improve learning experience and
employability.
6.5. The competences of the support staff rendering
student services are shown to be identified for
recruitment and deployment. These competences are
shown to be evaluated to ensure their continued
relevance to stakeholders needs. Roles and
relationships are shown to be well-defined to ensure
smooth delivery of the services.
6.6. Student support services are shown to be
subjected to evaluation, benchmarking, and
enhancement.
Co-curricular activities, student competitions,
and support services are available for
students. These include student clubs such
as the calligraphy club and language center.
The BPiQTS provides co-curricular activities,
including the Qur’anic recitation club.
Students also participate in several
competitions that are related to QTS.
The competences of support staff are
identified and evaluated through an employee
performance report.
Evaluation of facilities and support services
are conducted through surveys. In addition,
the BPiQTS has visited other universities to
study the services provided at these
universities.
3. Developing a system that provides a
warning to students of whether they will
not graduate on time.
Extracurricular activities and community
services could be further expanded and more
focused on educational sustainable
development issues. In this regard,
workshops with government organizations or
alumni could be held to help students or
alumni start businesses such as Pesantren
and Qur’an memorization institutions.
It is also suggested that student activities
aimed at improving skills related to students’
employability (i.e., writing CVs, preparation for
interviews, job fairs and job searches for
students and graduates, use of online
platforms for job searching, etc.) be
expanded.
Consider developing KPIs and rubrics that
correspond to the specific duties and services
of each support staff when evaluating the
performance of support staff.
To motivate the support staff to perform more
effectively, other recognition and rewards
such as additional remuneration and
promotion may be considered.
Service level indicators for support services
may be established to measure and improve
the quality of service provided to the staff and
students.
In comparison with the national or regional
best practices about students services, it is

7. Facilities and Infrastructure
7.1. The physical resources to deliver the curriculum,
including equipment, material, and information
technology, are shown to be sufficient.
7.2. The laboratories and equipment are shown to be
up-to-date, readily available, and effectively
deployed.
7.3. A digital library is shown to be set-up, in keeping
with progress in information and communication
technology.
The faculty follows government regulations in
the National Standards of Education in
designing, procuring, and maintaining
physical resources. The faculty has 20
classrooms with a flatscreen monitor,
whiteboard, AC and CCTV.
The faculty has a reading room, Faculty Hall,
journal center and a laboratory enriched with
lecture materials.
UINSDG’s Main Library is nationally
accredited and provides electronic journals
and ebooks access.
The faculty has a resource room which
contains resources for the five programmes
under the Faculty of Ushuladdin, such as
books, journals, undergraduate thesis,
recommended to engage in more
benchmarking to learn how student services
could impact student success outcomes.
Improvement plans for facilities could be
developed considering the following:
1. Monitoring and analyzing indicators
that evaluate the facilities’ quality and
adequacy, including usage rates of
facilities and equipment. Also, the
surveys could be more specific to the
type of facilities being evaluated to
obtain information that will help identify
improvements in the facilities and
equipment;
2. Resource needs analysis based on
projections of student admissions and
the number of academic staff. This
could be done alongside the curriculum
and review of ELOs. Such analysis
may help enrich the improvement plans
for laboratories and equipment.
A utilization plan for the podcast room may
help enhance T&L for courses and
extracurricular activities.
See 7.1

7.4. The information technology systems are shown
to be set up to meet the needs of staff and students.
7.5. The University is shown to provide a highly
accessible computer and network infrastructure that
enables the campus community to fully exploit
information technology for teaching, research,
service, and administration.
7.6. The environmental, health, and safety standards
and access for people with special needs are shown
to be defined and implemented.
graduate thesis, dissertation, newspaper, and
magazine.
UINSDG provides several IT systems for
academic staff and students. These include
SALAM, SIP, e-letters, and the LMS system
e-knows. These are managed by Pusat
Teknologi Informasi dan Pangkalan Data
(PTIPD).
UINSDG provides highly accessible computer
and network infrastructure for staff and
students to access the IT systems.
UINSDG and the Faculty of Ushuladdin
provide several facilities and services for
students’ and staff’s health and safety.
UINSDG also has a College Clinic that
provides free first-aid medical services for
students, academic staff and support staff.
Peer assistance for people with special needs
are also available.
The database and IT systems could be further
enhanced so that reports on student
performance and statistics could be easily
generated.
Technology integration in the classroom could
also be considered as a method to support
the potential and critical educational goals
and needs of staff and students.
The survey of the IT systems could be more
detailed and specific for each IT system. This
will help collect feedback from students and
academic staff that will be useful in
developing more specific IT action and
improvement plans.
It is recommended that a review of the
standards for the environment, health and
safety, and access for people with special
needs be conducted periodically.
A mechanism to monitor the number of
students who require special needs may help
develop improvement plans for the facilities
for people with special needs. Moreover,
consider gathering feedback from students
and support staff with special needs on their
experience accessing the university and
faculty facilities.
7.7. The University is shown to provide a physical,
social, and psychological environment that is
conducive for education, research, and personal well-
being.
7.8. The competences of the support staff rendering
services related to facilities are shown to be identified
and evaluated to ensure that their skills remain
relevant to stakeholder needs.
7.9. The quality of the facilities (Library, laboratory,
IT, and student services) are shown to be subjected
to evaluation and enhancement.
8. Output and Outcomes
8.1. The pass rate, dropout rate, and average time to
graduate are shown to be established, monitored,
and benchmarked for improvement.
8.2. Employability as well as self-employment,
entrepreneurship, and advancement to further
studies, are shown to be established, monitored, and
benchmarked for improvement.
Various facilities are available at the
University and Faculty level, including
physical, social, and psychological.
The competences of support staff rendering
services related to facilities are identified and
evaluated. The performance of support staff is
monitored and evaluated through an
employee performance report mechanism.
The quality of the facilities is evaluated
through satisfaction surveys
Data on pass rate, dropout rate, and average
time to graduate are established and
monitored.
The BPiQTS establishes and measures
graduates’ employability. Data on
employability are gathered through surveys.
It is recommended that a periodical review of
the physical, social, and psychological
environment be regularly conducted. Besides,
it is suggested to expand collaborative
learning using a wide variety of educational
activities inside and outside classroom to
enhance students’ welfare and achievements.
There is a need to review the criteria and
evaluation process of the support staff to
ensure that their skills remain relevant to
stakeholder needs.
See 7.1
It is encouraged to expand further the
benchmarking of the BPiQTS output including
the pass rate, dropout rate, and average time
to graduate with those of similar programmes
to help identify practices that will help improve
the Programme output and outcomes.
Many BPiQTS graduates work at education-
related institutions, and 24% of alumni
mention having difficulty getting employment.
In addition, external factors, including
competition from other universities and
demographic changes, may pose a
considerable risk to employment opportunities
for BPiQTS graduates. For this reason,
consider periodically developing a risk
assessment of the types of employment
available to anticipate any needed changes in
the job market. Moreover, to help keep track
of career paths for BPiQTS graduates, it is

8.3. Research and creative work output and activities
carried out by the academic staff and students, are
shown to be established, monitored, and
benchmarked for improvement.
The academic staff actively produce creative
output, including Qur’anic Exegenesis and
Tafsir books. The faculty houses several
journals accredited in Sinta 2 (4 journals) and
Sinta 3 (2 journals).
Research output by academic staff and
students is established and monitored.
Students are very active in research, and their
research output has been published in
national and international journals. They have
participated in and won several Qur’anic
competitions inside and outside Indonesia.
Furthermore, they have contributed
significantly to the BPiQTS’s push for the
digitization of the Qur’an through the
development of Android apps.
Collaborative projects have been established
with MARA Technology University of
Malaysia, Lajnah Pentashihan Mushaf Al-
Qur’an, and the Ministry of Religious Affairs.
important to enhance the tracer studies and
fortify the alumni network.
Consider how to assist the alumni to start
religious-based entrepreneurship to expand
continually the job opportunities for future
BPiQTS graduates.
Expanding the MOUs with the schools,
government and non-government
organizations and enhancing the network with
the alumni and related industries may help
enhance job opportunities for alumni once
they graduate and eventually, be a funding
source for research projects.
It is suggested that the programme
benchmarks its research output with similar
programmes inside and outside of Indonesia.
Also, further involvement of the academic
staff with international associations or
societies in Islamic Studies may help enhance
the connections between the academic staff
and the international academe, which could
further bolster the research output.
It may also be essential to involve more
students as research participants to help
them improve academic performance in
writing, speaking, or team work.
8.4. Data are provided to show directly the
achievement of the programme outcomes, which are
established and monitored.
8.5. Satisfaction level of the various stakeholders are
shown to be established, monitored, and
benchmarked for improvement.
In line with 1.5 and 4.5, a series of
assessments is implemented to ensure
students have fulfilled the ELOs, including the
practicums, comprehensive examination,
Munaqashah exam, etc.
Programme outcomes are established to
measure competences, including tahsin and
tahfidz.
Feedback on the satisfaction of stakeholders
is gathered through surveys.
In line with 1.5 and 4.5, it is advised to revise
the assessment plans, including the final
requirements and their corresponding rubrics,
to ensure that data obtained from these
assessments will effectively measure the
achievement of the ELOs.
It is crucial that in measuring the achievement
of ELOs, the data can help the BPiQTS
discern between levels of achievement for
each ELO so that the programme identifies
which learning outcome requires immediate
attention. It is suggested that the programme
consider applying the SMART principle in
designing the ELOs, which would benefit the
programme in measuring the achievement of
the ELOs.
Internal and external benchmarks of the
satisfaction levels could be regularly
conducted to identify best practices.
It is crucial to consider and involve more
external stakeholders such as programme
beneficiaries, donors and funders, community
members to provide feedback on programme
goals and implementation as well as for the
use of data for curriculum improvement.