Analysis of Lecturers' Abilities in Preparing Pai Cluster Rps: A Critical Discourse Analysis (Cda) Study
Abstract
The implementation of Outcome-Based Education (OBE) in higher education requires reform in the governance of learning tools, especially Semester Learning Plans (RPS). This document is not merely an administrative file but a discursive representation of lecturers' pedagogical ideology. This study aims to analyze lecturers' abilities in formulating Graduate Learning Outcomes (CPL), Course Learning Outcomes (CPMK), Sub-CPMK, the depth of study materials, learning methods, evaluation indicators, and the alignment of weekly plan tables in the Islamic Religious Education (PAI) course group. The method used is Norman Fairclough's three-dimensional Critical Discourse Analysis (CDA) model that integrates lexicogrammatical text analysis, discursive practices (document production and consumption), and socio-cultural practices within academic institutions. Data sourced from the RPS documents of the PAI Learning Strategy, PAI Learning Evaluation, and Al-Qur'an courses in the PAI Study Program, reinforced by in-depth interviews with the lecturers. The analysis results show the dominance of technocratic-procedural vocabulary (procedural knowledge) compared to reflective-transformative vocabulary (metacognitive knowledge). Most of the formulation of achievement and evaluation instruments are still trapped in the lower cognitive realm (C2-C3) and are normative-formalistic in nature to fulfill accreditation regulations and campus bureaucracy. Institutional power relations are proven to limit the space for lecturer creativity due to the standardization of rigid templates. This research provides a novel contribution in the form of deconstruction of the academic language of the RPS document, exposing the discursive tension between the maintenance of traditional moral-religious orthodoxy and the demands of critical and transformative 21st-century competencies.
Downloads
References
Andriani, R., Suyanto, T., & Prasetyo, B. (2023). Institutional factors influencing RPS quality in Islamic higher education: A structural analysis. Journal of Islamic Education Research, 4(1), 45–62.
Aziz, A., & Hamid, A. (2023). Implementasi evaluasi pembelajaran dalam RPS pada program studi Pendidikan Agama Islam. Jurnal Tarbiyah dan Pendidikan Islam, 10(1), 15–29.
Biggs, J., & Tang, C. (2022). Teaching for quality learning at university: What the student does (5th ed.). McGraw-Hill Education.
Cahapay, M. B. (2021). Involvement of faculty members in outcome-based education implementation in higher education: A literature review. Journal of Pedagogy and Education, 3(1), 12–28.
Fairclough, N. (2022). Critical discourse analysis: The critical study of language (3rd ed.). Routledge.
Fauzi, M., & Mustofa, A. (2022). Analisis penyusunan Rencana Pembelajaran Semester (RPS) berbasis Outcome Based Education pada perguruan tinggi. Jurnal Pendidikan Islam, 8(2), 112–126.
Giroux, H. A. (2020). On critical pedagogy (2nd ed.). Bloomsbury Academic.
Hidayatullah, S., & Nugroho, A. (2023). Analisis kesesuaian indikator evaluasi dengan capaian pembelajaran pada RPS perguruan tinggi. Jurnal Pendidikan dan Pembelajaran, 7(3), 88–99.
Kushari, A., & Septiadi, R. (2022). Komponen RPS dalam sistem pembelajaran berbasis OBE: Analisis kritis tentang koherensi dan implementasi di perguruan tinggi. Jurnal Pendidikan Tinggi, 3(1), 12–28.
Lubis, M. (2026). Analisis penyusunan RPS oleh dosen Pendidikan Agama Islam pada indikator evaluasi pembelajaran (Laporan Mini Riset, Program Studi Magister PAI, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Sumatera Utara, Medan).
Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Nasution, M. A., Rahmad, T., & Siregar, S. (2022). Kurikulum rumpun kependidikan Islam di era disrupsi: Peluang dan tantangan pedagogis dosen. Jurnal Tarbiyah Islamiyah, 14(2), 201–215.
Pillow, W. S. (2023). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 36(1), 1–17.
Pitriani, N. R. V., Fitriani, L. P. W., & Suseni, K. A. (2024). Transforming higher education curriculum through OBE-based semester learning plans. Journal of Higher Education Development, 6(1), 34–48.
Sari, D. I. (2026). Kemampuan dosen dalam menyusun CPL, CPMK, dan Sub-CPMK pada RPS: Studi Critical Discourse Analysis pada mata kuliah Strategi Pembelajaran PAI (Laporan Mini Riset, Program Studi Magister PAI, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Sumatera Utara, Medan).
Suryani, I., Lestari, P., & Handayani, W. (2023). Peta distribusi capaian pembelajaran lulusan (CPL) dalam penjaminan mutu kurikulum program studi. Jurnal Penjaminan Mutu Perguruan Tinggi, 5(2), 143–158.
Sutrisno, E., & Siswanto, H. (2023). Hubungan kualitas perencanaan pembelajaran semester terhadap ketercapaian kompetensi mahasiswa profesi. Jurnal Manajemen Pendidikan, 11(1), 54–69.
Van Dijk, T. A. (2021). Discourse and power (2nd ed.). Palgrave Macmillan.
Zakiah, F., Azhar, A., & Halimah, S. (2025). Analisis kemampuan dosen komunikasi pembelajaran dalam menyusun RPS berbasis outcome-based education. Jurnal Pendidikan Tambusai, 9(3), 41844–41849.
.png)
_.gif)
_.gif)
