Documenting Constructive Alignment in Arabic Teacher Education: Curriculum Design, Student-Centered Pedagogy, and Rubric-Based Assessment at an Indonesian Islamic University

This study examines how constructive alignment among curriculum design, student-centered pedagogy, and rubric-based assessment is documented in Indonesian Islamic Arabic teacher education—not whether documented alignment caused learning gains or classroom enactment. Using a document-based embedded case study, the authors analyzed Lembaga Akreditasi Mandiri Kependidikan (LAMDIK)-verified accreditation records from the Arabic Teacher Education Study Program at Universitas Islam Riau (UIR), cross-validating the 2025 Self-Evaluation Report against independent field assessment. Curriculum books, semester plans, and rubrics were coded alongside descriptive review of institutional outcome statistics. Field assessors corroborated authentic documentation of outcome-based education, student-centered methods in semester plans, Specific, Measurable, Achievable, Relevant, Time-bound (SMART) outcomes, and multi-domain rubrics. Documented strengths include program-level documentation of SMART outcomes across thirty-three graduate learning outcomes and sixty-seven courses, with vertically coherent outcome chains illustrated at course level; gaps include incomplete cross-course mapping and weaker employer ratings for foreign-language and information-technology competencies. Islamic scholarly vision appears as curricular design intent rather than separately validated graduate performance. The study contributes externally validated documentary evidence of program-level alignment architecture for quality-assurance scholarship in Islamic Arabic teacher education.