International accreditation frameworks require engineering programs to demonstrate systematic assessment of Program Learning Outcomes (PLOs) to ensure graduates achieve global competencies. However, many institutions, including engineering programs in Indonesia, still face challenges in operationalizing outcome-based assessments due to fragmented data, inconsistent documentation, and limited feedback mechanisms. To address this gap, this study aimed to develop a PLO assessment model for geological engineering education based on Outcome-Based Education (OBE) and Continuous Quality Improvement (CQI). The research employed a research and development (R&D) approach, incorporating elements of action research and integrated gap analysis, readiness assessment, and prototype system development. The model was designed following the Plan–Do–Check–Act (PDCA) cycle and operationalized through a prototype information system constructed with PHP and a centralized database. Data were collected through a literature review, stakeholder interviews, and document analysis. The system was tested using black-box testing and evaluated through faculty feedback. The findings revealed that the model effectively linked Course Learning Outcomes (CLOs) to PLOs, automated reporting processes, and reduced administrative burdens in preparing accreditation documentation. Furthermore, the integration of CQI ensured that assessment data were continuously used for curriculum improvements, thereby embedding a culture of sustainable quality assurance. The study contributes to both theoretical and practical domains by bridging curriculum design, assessment practices, and accreditation requirements. While the prototype requires further refinement and scaling, the model provides a replicable framework for engineering programs preparing for international accreditation and for producing globally competent graduates.
Ekasara et al. (Tue,) studied this question.