Certificate FIBAA Decision Report (1) 2

Decision of the FIBAA Accreditation and
Certification Committee
9 th Meeting on March 22, 2023
PROGRAMME ACCREDITATION
Project Number: 21/096, Cluster 2

Higher Education Institution: Universitas Islam Negeri Sunan Kalijaga
Location: Yogyakarta, Central Java, Indonesia
Study Programme: Islamic Religious Education (Bachelor of Education (S.Pd))
Arabic Language Education (Bachelor of Education (S.Pd))
Religious Studies (Bachelor of Religion (S.Ag))
Type of Accreditation: Initial accreditation
The FIBAA Accreditation and Certification Committee has taken the following decision:
According to § 7 (6) in conjunction with § 9 (1) of the FIBAA General Terms and Conditions within
the framework of procedures for the award of the FIBAA Quality Seal for Programmes from January
1, 2021, the study programmes are accredited.
Period of Accreditation: March 22, 2023 until March 21, 2028.
The FIBAA Quality Seal is awarded.

FOUNDATION FOR INTERNATIONAL
BUSINESS ADMINISTRATION ACCREDITATION
FIBAA BERLINER FREIHEIT 20-24 D-53111 BONN
Assessment Report
Higher Education Institution:

Universitas Islam Negeri Sunan Kalijaga, Indonesia
Bachelor programme:
1. Islamic Religious Education
2. Arabic Language Education
3. Religious Studies
Qualification awarded on completion:

1. Bachelor of Education: Sarjana Pendidikan (S.Pd)
2. Bachelor of Education: Sarjana Pendidikan (S.Pd)
3. Bachelor of Religion: Sarjana Agama (S.Ag)
General information on the study programmes
Brief description of the study programmes:
Islamic Religious Education (IRE) (S.Pd)

Islamic Religious Education is a four-year undergraduate programme designed to prepare students
for careers as Islamic Religious Education teachers in schools/madrasas and to work as
entrepreneurs in the education sector.
Arabic Language Education (ALE) (S.Pd)

The four-year undergraduate programme aims to train knowledgeable scholars of Arabic Language
Education who have careers as Arabic teachers, researchers, freelance translators, and edupreneurs
in the Arabic language field.
Religious Studies (RS) (S.Ag)

Religious Studies is a four-year undergraduate programme designed to prepare students for careers
in Islamic universities in Indonesia, researchers, national agencies, religious organisations, and
interfaith activists.
Type of study programme:

For all programmes: Bachelor programme
Projected study time and number of ECTS credits / national credits assigned to the study
programme:
Islamic Religious Education 4 years 247 ECTS credits, 147 SKS1 credits
Arabic Language Education 4 years 242 ECTS credits, 144 SKS credits
Religious Studies 4 years 242 ECTS credits, 144 SKS credits
Mode of study:
For all programmes: Full-time
Didactic approach:
For all programmes: Study programme with obligatory class attendance
Double/Joint Degree programme:

For all programmes: No
Scope (planned number of parallel classes) and enrolment capacity :

Islamic Religious Education: 120
Arabic Language Education: 100
Religious Studies: 100
1
SKS: Satuan Kredit Semester (semester credit unit)
Programme cycle starts in:
For all programmes: August
Initial start of the programme:

Islamic Religious Education: 1961
Arabic Language Education: 1961
Religious Studies: 1960
Type of accreditation:
For all programmes: Initial accreditation
Procedure
A contract for the initial accreditation of the Bachelor programmes Islamic Religious Education
(S.Pd), Arabic Language Education (S.Pd) and Religious Studies (S.Ag) was made between FIBAA
and UIN Sunan Kalijaga Yogyakarta, on November 15, 2021. On March 10, 2022, the HEI submitted
a self-evaluation report, which included a detailed description of the programmes and further
documents in order to prove that the criteria for programme accreditation are met.
At the same time, FIBAA appointed a review panel2. The HEI has agreed with the chosen experts.
The panel consisted of:
Buenyamin Avci
Ferdinand Porsche Gymnasium Zuffenhausen, Germany
Teacher of English and Islamic Religious Education
Responsibly involved in Teacher Education (Refrendariat) (Education, Islamic Religious
Education, English Education)
Prof. Dr. Merdan Guenes

University of Osnabrueck, Germany
Professor of Islamic Mysticism, Philosophy and Doctrine
(Systematic theology of Islam, Islamic law, Islamic Religious Education, Islamic history of ideas)
Prof. Dr. Sebastian Maisel

University of Leipzig, Germany
Professor of Arabic Linguistics and Translation Studies
(Arabic language, Translatology (interpreting, translating German-English-Arabic), Didactics of
the Arabic language, Kurdish language and culture, Yazidis, minorities in the Middle East)
Ass. Professor Dr. Tolkah

State Islamic University of Walisongo, Semarang, Indonesia
Vice Dean on general administration, planning, and finance, Faculty of Sharia and Law
(Islamic studies, especially on Islamic Law)
Rabia Uenal
University of Tuebingen, Germany
Student of English, Islamic Religious Education (B. Ed.)
FIBAA project manager:

Maya Köhler
The assessment is based on the self-evaluation report, amended by further documents, as

requested by the panel, and an on-site visit. The on-site visit took place on October 18 20, 2022
Yogyakarta, Indonesia. At the end of the on-site visit, the panel has given
a short feedback on its first impressions to representatives of the HEI.
2
The panel is presented in alphabetical order.
The assessment report based on this was delivered to the HEI for comment on February 21, 2023.
The statement on the report was given up on March 3, 2023. It has been taken into account in the
report at hand.
Summary
For Bachelor programmes
The Islamic Religious Education programme (Bachelor of Education), the Arabic Language
Education programme (Bachelor of Education) and Religious Studies programme (Bachelor of
Religion) offered by Universitas Islam Negeri Sunan Kalijaga fulfils the FIBAA quality requirements
for bachelor programmes and can be accredited by the Foundation for International Business
Administration Accreditation (FIBAA) for five years starting on March 22, 2023 and finishing on
March 21, 2028. The programmes are in accordance with the national and the European
Qualification Frameworks and the European Standards and Guidelines in their applicable version
valid as of the time of the opening of the procedure, and in accordance with the Bologna
Declaration.
The panel members identified an area where the programmes could be further developed:
The panel recommends that the study programmes should take further measures to attract more
international students (see chapter 3.4).
For Religious Studies, the panel additionally recommends to provide more opportunities for the
students to practice their English skills (see chapter 3.4).
The measures that the HEI takes in order to implement the recommendations of the panel members
will have to be considered during the re-accreditation.
There are criteria in which the programmes exceeds the quality requirements:
 Counselling for prospective students (see chapter 2.2)
 Ethical aspects (see chapter 3.1)
 Equality of opportunity (see chapter 3.2)
 Internal cooperation (see chapter 4.1)
 Student support by the faculty (see chapter 4.1)
 Quantity, quality, media and IT equipment of teaching and group rooms (see chapter 4.4)
 Career counselling and placement service (see chapter 4.5)
 Information on activities during the academic year (see chapter 5.3)
Additional for Religious Studies:

 Positioning of the study programme in the educational market (see chapter 1.3)

chapter 1.3)
For the overall assessment of the programme, please refer to the quality profile at the end of this
report.
Assessment Report
© FIBAA-Assessment Report Page 7
List of Tables
Table 1: Statistical Data: Islamic Religious Education ............................................................... 11

Table 2: Statistical Data: Arabic Language Education ............................................................... 11
Table 3: Statistical Data: Religious Studies .............................................................................. 12
Table 4: Curriculum of Islamic Religious Education .................................................................. 29
Table 5: Curriculum of Arabic Language Education ................................................................... 32
Table 6: Curriculum of Religious Studies ................................................................................. 35
Table 7: International Contents and Intercultural Aspects ........................................................ 53
Table 8: Use of English and Arabic in the Study Programmes .................................................... 55
Table 9: Permanent Lecturers of IRE, ALE and RS .................................................................... 60
Table 10: Internal Cooperation ............................................................................................... 62
Table 11: Student support by the faculty ..................................................................................63
Table 12: Overview duties and authorities ...............................................................................65
List of Tables
Information
Information on the Institution

State Islamic University (Universitas Islam Negeri) Sunan Kalijaga Yogyakarta, also known as UIN
Suka, is an autonomous, state-owned University located in Yogyakarta, Indonesia. Established in
1950, UIN Sunan Kalijaga Yogyakarta constitutes one of the oldest Islamic colleges in Indonesia.
The initiating phase started from the transfor
Faculty of Religion into State Islamic College (PTAIN). In 1969, the State Islamic College (PTAIN)
changed into a State Islamic Institute (IAIN). Finally, it changed to State Islamic University (UIN)
Sunan Kalijaga Yogyakarta as regulated by Presidential Decree Number 50 the Year 2004, dated
June 21, 2004.
As a State Islamic religious University under the Ministry of Religion (Kemenag) of the Republic of
Indonesia (RI), UIN Sunan Kalijaga is functionally administered by the Ministry of Religion, but
technically and academically by the Ministry of Research, Technology and Higher Education
(formerly Ministry of Education and Culture) of the Republic of Indonesia.
Currently, UIN Sunan Kalijaga Yogyakarta contains eight faculties and 62 study programmes with
a total student population of around 18,000 students. UIN Sunan Kalijaga Yogyakarta is committed
to improving the quality of education towards global standards, increasing the quantity and quality
of research and innovation, and doing community services. In addition, the University aspires to
be among the 500 world-class universities (WCU), which entails a number of consequences,
including accelerated planning for the internalisation of study programmes.
Institutional partnerships are carried out with educational institutions abroad, i.e., Netherlands,
Japan, Canada, Australia, Turkey, Egypt, Jordan, Thailand, Malaysia, and China. In addition,
international classes, collaborative research, and double degree programmes are initiated to
accelerate the goal achievement. Furthermore, Sunan Kalijaga (SUKA) Global Scholarship is also
offered for international students who intend to pursue a Bachelor or Master programme at the
University.
UIN Sunan Kalijaga Yogyakarta holds onto the principle that international accreditation and
certification serve as the basis for the development of quality management at the University. For
this reason, it has implemented both quality assurance systems i.e., Plan, Do, Evaluation, Control,
and Act, which is a national policy cycle, and ISO 9001: 2015, which serves as the basis for the
academic management system. On October 9, 2009, the quality assurance of UIN Sunan Kalijaga
was certified through international assessors from TUV Rheinland, Germany. The University is also
AUN-QA certified, including the Islamic Religious Education (IRE) Study Programme. Before the
AUN-QA international certification, UIN Sunan Kalijaga has also implemented the ISO
(International Standardization Organization) 9001:2015 Quality Assurance System, ISO 21001,
from TUV Rheinland Germany since 2007.
Islamic Religious Education (IRE) is a programme at the Faculty of Tarbiyah and Education at UIN
Sunan Kalijaga. It has been accredited A (highest accreditation) by the official Indonesian
Information
accreditation agency, National Accreditation Board for Higher Education, for three consecutive
periods (2010, 2015, 2020). In addition, IRE is the first study programme at UIN Sunan Kalijaga to
obtain international certification from AUN-QA. In 2020, there were 8,800 applicants, making it
the most popular programme at UIN Sunan Kalijaga and having the third highest number of
applicants nationally.3
The Bachelor of Arabic Language Education (ALE) is also a programme at the Faculty of Tarbiyah
and Education at the UIN Sunan Kalijaga and is accredited with an A rating.
Religious Studies (RS) is a programme at the Ushuluddin (Islamic Theology) Faculty, which is
concerned with studying socio-religious issues. The study programme was established in the
context of the diversity of religions and cultures in Indonesia and received an A accreditation from
the National Accreditation Board for Higher Education since 2015.
3
See self-evaluation report p. 7.
Information
Statistical data 4
Table 1: Statistical Data: Islamic Religious Education
Table 2: Statistical Data: Arabic Language Education
4
Undergraduate students have a maximum study time of seven years or 14 semesters. This has to be taken
into consideration, looking at the success and dropout rate.
Information
Table 3: Statistical Data: Religious Studies
Appraisal
The panel notices that many applicants seek the study places. This can be seen as an indicator that
the market has a high demand for the alumni of the study programmes. Over the last years, the
application numbers have been steady or increased. For all programmes, the number of applicants
clearly exceeds the number of places offered. During the assessment, the panel was able to
determine that the University admits its students selectively, so that despite the high number of
applicants in the study programmes, not all places are allocated for every cohort.
Information
Programme Description and Appraisal in Detail
1. Objectives
1.1 Objectives of the study programme (Asterisk Criterion)
All study programmes

The graduate profile shall be achieved by developing learning outcomes described in the higher
education curriculum referring to the Indonesian National Qualifications Framework (KKNI). Other
references defining the objectives include the
 needs of graduate users,
 'Merdeka Belajar-Kampus Merdeka' Curriculum (MBKM), and
 integrative-interconnective model (integration and development of Islamic and scientific
studies) as a feature of the scientific model of UIN Sunan Kalijaga.
Learning outcomes are derived from the visions and missions of the university, faculty, and
programmes. This formulation is then communicated with lecturers, students, alumni, and graduate
users to gain insights and their responses and feedback.
The learning outcomes developed consist of main competencies, supporting competencies, and
other competencies that every graduate has to master. Furthermore, they shall adjust to the
scientific characteristics of each study programme.
The Indonesian National Qualifications Framework (KKNI) is applied as a guideline for the Faculty
of Economics and Islamic Business Study Programmes at UIN Sunan Kalijaga Yogyakarta, through
Presidential Regulation Number 8 of 2012 concerning the Indonesian National Qualifications
Framework. Based on the level specified in the KKNI, the study programmes are at Level 6 and
graduates are expected to be able to apply theory, examine problems and issues related to
scientific development, make design solutions with appropriate models, and be able to utilize
science and technology in solving technical and procedural problems. Furthermore, referring to the
KKNI and graduate profiles, the study programmes have learning outcomes mapped into four
categories, namely
1. to know which includes concepts, theories and principles;
2. to do namely learning outcomes related to psychomotor;

3. to be namely learning outcomes related to soft skills that must be possessed; and
4. to live together namely learning outcomes that include social aspects.
Islamic Religious Education (IRE) Bachelor of Education

In line with the vision of the Faculty of Tarbiyah and Education graduates are supposed to master
the integration and development of Islamic scholarship and education.
Because of the agreement of the Indonesian IRE Study Programme Association (IISPA/PPPAI), the
main goal of the study programme is to educate Islamic Religious Education Teacher for
schools/madrasas. An additional goal is to train creative and innovative edupreneurs based on
results of a survey of alumni. The survey results show that many graduates work as entrepreneurs
in the education sector, such as: the owner of a Children's Education Park (CEP)5.
Based on the two profiles, learning outcomes are determined as shown in the following:
Aspect Description
Attitude 1. Able to express faith in God by showing a religious attitude and upholding human
values in carrying out duties based on religion, morals, and ethics.
2. Able to act as a good citizen, love the homeland, be contributively, and appreciative
of socio-cultural diversity, religion, and opinion.
3. Have sincerity, commitment, and sincerity to develop the attitudes, values, and
abilities of students.
General Skills 4. Able to apply logical, critical, systematic, and innovative thinking in the context of
the development of science and technology. Attentive to human values in accordance
with the field of Islamic Education. Responsibility for the achievement of work,
quality, measurable, supervising, and evaluating the completion of work.
5. Able to make appropriate decisions in the context of problem solving in the field of
IRE based on the results of analysis of information and data.
Knowledge Mastering the science of:

6. IRE (Aqidah-Akhlak, Al-Qur'an-Hadith, Fiqh, and Islamic Cultural History) at
Schools/Madrasas.
7. Pedagogic as an effective tool in IRE learning at schools/madrasas.
8. Integration-interconnection of IRE at schools/madrasas with other sciences.
9. Edupreneurship in the field of IRE at schools/madrasas.
10. Mastering the right instruments for IRE assessment at schools/madrasas.
Specific Skills 11. Teaching the theories and concepts of the Qur'an hadith, aqidah akhlaq, fiqh, and
the history of Islamic culture at schools/madrasas comprehensively.
12. Demonstrate IRE teaching practice by applying pedagogic science as a tool in
effective teaching.
13. Using the right instrument in the assessment of the Qur'an hadith, aqidah akhlaq,
fiqh, and the history of Islamic culture at schools/madrasas.
5
An institution that organizes recitation activities for children, developers of Islamic religious learning
technology, sharia convection entrepreneurs, motivators in the IRE field, and even culinary entrepreneurs
with cultivate religious values.

14. Integrating and interconnecting IRE science with other sciences in realizing a
moderate IRE.
15. Designing entrepreneurship in the fields of al-Qur'an hadith, aqidah akhlaq, fiqh,
and the history of Islamic culture in schools/madrasas.
Arabic Language Education (ALE) Bachelor of Education

The programme has four missions, namely:
1. Organizing professional, competitive and integrative Arabic language education.
2. Conducting studies as well as research and development in the field of Arabic language
education.
3. Cooperating with various parties and providing services in the field of learning Arabic.
4. Developing Arabic language education that is relevant to the latest developments and
demands.
Graduates become Arabic language teachers, Arabic researchers and edupreneurs in the Arabic
language field. The objectives are to
 train professional and competitive Arabic language teachers and educators;
 train scholars in the field of Arabic language studies who can fulfill professional qualifications
as researchers in the field of Arabic language and Islamic education;
 prepare students with excellent academic skills so they can pursue postgraduate studies;
 prepare students to be independent entrepreneurs in the field of Arabic language education;
 produce graduates who have competitive qualifications to work in government and non-
government institutions.
The learning outcomes are shown in the following table:
Aspects Description
Attitude 1. Able to express faith in God through religious attitudes and uphold human
values in carrying out duties based on religion, morals, and ethics.
2. Able to act as a good citizen, love the homeland, be contributively, and
appreciative of socio-cultural diversity, religion, and opinion.
3. Able to show honesty, independence, responsibility, mutual cooperation, and
persistence in academic and social life.
General Skills 4. Adaptive to the new work environment and able to work in a team.
5. Able to apply logical, critical, systematic, and innovative thinking in the
development and study of science and technology in the field of ALE in a
humanistic manner and compile a scientific description of research results in the
form of a thesis.
6. Able to make data-based strategic decisions in providing solutions to problems
in the field of Arabic language education.
Knowledge 7. Mastering the theoretical and practical concepts of ulum al-lughah al-Arabiyah,
maharatuha, wa Tsaqafatuha in depth.
8. Mastering pedagogical theories and applying them in teaching Arabic.
9. Mastering Islamic disciplines and modern sciences within the framework of an
integrative-interconnective scientific paradigm.

10. Mastering Indonesian civic knowledge and national insight adequately and
consistently.
11. Having knowledge and methodological abilities in doing research in the field
of Arabic language education comprehensively.
12. Understanding the basics of entrepreneurship in order to capture business
opportunities in the field of Arabic language education well
Specific Skills 13. Able to design, organize, and evaluate Arabic language learning programmes.
14. Able to create ICT-based digital contents to support Arabic language learning
and creating business opportunities.
Attitude and general skills aspects are based on Level 6 quality in the Indonesian National
Qualifications Framework and National Higher Education Standards.6 Meanwhile, the knowledge
and skill-specific aspects are based on the agreement between the Association of Indonesian Arabic
Language Education Study Programmes and the Indonesian Arabic Language Teacher Association.
Religious Studies (RS) Bachelor of Religion

The study programme was established in the context of the diversity of religions and cultures in
Indonesia. Therefore, part of its main goal is to play a role in increasing interfaith harmony by
providing academic studies on diversity. The vision is to be prominent in the field of religious
studies by integrating and developing traditional disciplines of ushuluddin (Islamic theology) with
modern social sciences and humanities.
The qualification objectives are based on the standards stated by Indonesian Qualification
Framework, regulations of the Ministry of Religious Affair, the vision and mission of UIN Sunan
Kalijaga and aspirations of stakeholders including national religious leaders and association.
The study programme is designed to train and educate

1. Academics: Religious scholars proficient in the study of religions and the ability to take part
in addressing socio-religious issues.
2. Research assistants: Religious Studies, Inter-Religious Harmony, and specific practical fields
of Applied Religious Studies Department.
3. Practitioners: Religious Social, Peace, and Community Development, as well as in specific
fields of Applied Religious Studies Department.7
Aspects Description
Attitude 1. Able to express faith in God by showing a religious attitude and upholding
human values in carrying out duties based on religion, morals, and ethics.
2. Able to act as a good citizen, love the homeland, be contributively, and
appreciative of socio-cultural diversity, religion, and opinion.
3. Abiding law and discipline in social and state life and internalizing academic
values, norms, and ethics, showing a responsible attitude towards work in their
6
This level is similar to level 6 of the European Qualifications Framework (EQF)
7
Become a socio-religious practitioner either based on community organisations, companies (Corporate
Social Responsibility - CSR), or the government, and be able to contribute to a harmonious, civilized, socio-
religious life with progressive value.

field of expertise independently, and internalising the spirit of independence,
struggle, and entrepreneurship.
General Skills 4. Able to adapt to a new work environment and work in a team.
5. Able to apply logical, critical, systematic, and innovative thinking in
developing science and technology within the framework of Islamic values in
accordance with the field of RS and being responsible for the achievement of
work results, quality, measurability, supervising, and evaluating the completion
of work carried out.
6. Able to compile a research report on religious studies in the form of a thesis.
Able to provide data to ensure the validity of the study and prevent plagiarism;
able to examine the implications of the application of science and technology
from the perspective of religious studies; able to apply scientific methods and
ethics in an effort to provide solutions to issues in religious studies.
7. Able to make right decisions based on available data to solve socio-religious
problems.
Knowledge 8. Mastering key concepts, philosophies, methods, and scientific principles in

religious studies.
9. Comprehensive understanding of various approaches, theories and
methodologies in the study of religions.
10. Academic proficiency by mastering the studies of Christianity, Catholicism,
Hinduism, Buddhism, Confucianism, Japanese Religions, New Religious
Movements, Psychology of Religion, Sociology of Religion, Philosophy of
Religion, Anthropology of Religion, Phenomenology of Religion, Theology,
religious symbolism, the characteristics of religious minorities, as well as a
comparative study of the concepts and practices of spirituality in various
religious traditions.
11. Academic proficiency regarding the characteristics of inter-religious relations
in pluralistic societies.
Special Skills 12. Able to formulate tolerant and moderate Islamic messages as well as
engaging in mediation activities and resolution of socio-religious conflicts.
13. Able to facilitate cooperation between religious institutions, religious
communities, and conduct religious research.
14. Skilled in mediating and resolving conflicts related to socio-religious
conflicts in a multi-religious society.
15. Able to promote religion as a positive force to achieve a peaceful, progressive
and just civilization.
The qualification objectives are periodically reviewed and redesigned by taking into account the
(1) market/user demands; (2) scientific development; (3) technological development; and (4)
changes in the socio-cultural conditions of the community.
Appraisal:
The qualification of all programmes in relation to the target group, targeted professional field
and societal context of the discipline are convincingly explained. They take into account the

requirements of the national qualifications framework of Indonesia and correspond with the
aspired level at graduation.
The qualification objectives mentioned embrace academic proficiency, comprehensive
interviews, the panel also learned from students and alumni that graduates have good chances on
the labour market.
Exceeds Does not meet

Meets quality
Exceptional quality quality n.r.
requirements
requirements requirements
1.1* Objectives of the study programme
X8
(Asterisk Criterion)
1.2 International orientation of the study programme design (Asterisk

Criterion)

UIN Sunan Kalijaga is committed to strengthening its steps towards becoming a world-class
university in the field of Islamic studies. This goal stated in the Master Plan for Development (RIP)
of UIN Sunan Kalijaga 2015-2039. This direction becomes the reference for the steps taken by the
study programmes to implement this through internationalisation in their various activities. Forms
of internationalisation include focusing on facilitating the mobility of the academic community in
the teaching and research process, global equivalence and recognition of the learning process in
the University, as well as collaborative programmes directed at increasing the mobilisation of
teaching staff, researchers and students from and to higher education or research institutions
abroad.
The international orientation of the study programmes is reflected in the following:

1. International certification from AUN-QA.
2. Student exchanges (e.g. in Malaysia)
3. Conducting field studies, teaching internships, and community engagements abroad (e.g.
Malaysia and Thailand).
4. English information on study programme websites.
5. Inviting guest lecturers from abroad (e.g. Germany, India, Middle East) and organisation of
international seminars/webinars and joint-conferences.

 Curriculum: Courses that accommodate diversity which is in line with the concept of
rahmatan lil'alamiin. These courses include moral education, inclusive education,
multicultural education, religious moderation.
 International class: English and Arabic as languages of instruction. Students who take this
class are selected based on academic skills and language proficiency in the admission process.
8
All programmes

 Providing scholarships for foreign students through the 'Global Suka Scholarship 2021'.9

 International class: English and Arabic as languages of instruction. Students who take this
class are selected based on academic skills and language proficiency in the admission process.
 Cooperation with campuses, associations and educational institutions abroad in the fields of
education, research and community service.10

 Curriculum: The international orientation is reflected in the curricular content that encourages
students to study the dynamics of global religions.
 Lecturers and students are members of international associations of religious studies such as
Fellowship of Reconciliation (USA), Association for Asian Studies, The International

Association for the History of Religions.
Appraisal:
All three study programme designs appropriately take into account the required international
aspects that benefit the (employability of the) students. This includes foreign guest lecturers, as
well as field studies, teaching internships, and community engagements abroad for the students
and information available in English on study programme websites. Additionally, international
classes for IRE and ALE are in place with English and Arabic as languages of instruction.

Meets quality
requirements
1.2* International orientation of the study
X
programme design (Asterisk Criterion)
1.3 Positioning of the study programme

UIN Sunan Kalijaga is the first State Islamic University (PTAIN) in Indonesia. 11 The University
explains that the development of science at UIN Sunan Kalijaga is universal in nature, as there is
no dichotomy between religious sciences (hadara annas) and natural and social sciences (hadara
al-'ilmi) in it. For this reason, UIN Sunan Kalijaga strives to be in line with the spirit of integration
and interconnection as the trademark of UIN Sunan Kalijaga. So that the responsibility of the
academics of UIN Sunan Kalijaga is to respond to the global dynamic changes and the needs of the
society to provide maximum benefits to human life (rahmatan lil ' ā lamn).
9
See https://io.uin-suka.ac.id/id/page/prodi/2275-Suka-Global-Scholarship-2021 (last access on January
11, 2023)
10
See https://linktr.ee/pbauinsuka (last access on January 11, 2023)
11
See self-evaluation report p. 8

POSITIONING IN THE EDUCATIONAL MARKET

The study programme has a strategic position based on the following considerations:12
1. It is a pioneer study programme in Indonesia, which has produced qualified IRE teachers
throughout Indonesia.
2. It became a scientific reference for Islamic Religious Education in Indonesia.
3. It became a reference for study programme governance, especially related to the latest
policies from the Ministry of Education and Culture of the Republic of Indonesia. Regarding
the latest policy on the Independent Learning curriculum, the IRE is a reference for the
implementation of this curriculum.
4. The Head of the IRE at UIN Sunan Kalijaga is the Chair of the Association of the Indonesian
IRE Study Programme Association.
5. It has the highest application rate at UIN Sunan Kalijaga and at the national level (Ministry
of Religion of the Republic of Indonesia). In 2020, the number of applications reached 8,850,
while the number of available study places was 120.
6. Institutionally, the IRE was nationally accredited A for several periods13 with the highest
score at UIN Sunan Kalijaga (379), and was certified by AUN-QA (ASEAN University Network-
Quality Assurance).

The ALE is one of the oldest study programmes offering Arabic teacher training in Indonesia.14 The
University states that the study programme has the following advantages:15
1. Located in Yogyakarta, the centre of education in Indonesia.
2. The curriculum and infrastructure are designed concordant with the inclusiveness values
upheld by UIN Sunan Kalijaga.
3. In line with UIN Sunan Kalijaga's integration-interconnection paradigm, students participate
in courses enabling them to study Arabic language education from various approaches
derived from social and natural sciences. Such courses include Islam and Science, Islam and
Humanities, and Multicultural Education.
4. A professor in the field of translation studies teaches in the study programme.

Religious Studies, formerly known as Perbandingan Agama (Comparative Religious Studies) was
established based on the decree of the Ministry of Religious Affairs, number 43, 1960. The decree
was issued on 9 August 1960, making RS the first study programme to study religions academically
in Indonesia.16 As the oldest study programme in this field, RS has a good national reputation. In
2015, the study programme received accreditation A with a score of 36.5.17 Furthermore, RS is
known for its unique approach to the study of religion based on the integration-interconnection
paradigm developed by UIN Sunan Kalijaga. In addition, this study programme is the pioneer of a
12
13
2005, 2010, 2015, 2020
14
15
See self-evaluation report p. 18f
16
17
The Indonesian Higher Education National Accreditation Board (BAN-PT) issued the accreditation.

national association of religious studies, known as ASAI (Asosiasi Studi Agama Indonesia).18 In
order to strengthen the position of RS in the educational market, the curriculum is periodically
reviewed, including feedback from various stakeholders (students, graduates, employers, experts,
etc).
POSITIONING ON THE JOB MARKET FOR GRADUATES (EMPLOYABILITY)

UIN Sunan Kalijaga's Center for Entrepreneurship and Career Development (CECD) regularly
conducts studies on the performance of graduates in the job market. One of the sectors within CECD
is the Tracer Study division, where alumni fill in survey questionnaires. The data from this study is
then analysed to see the performance of UIN Sunan Kalijaga graduates in the job market.

The results of the latest tracer study show that on average, alumni of the IRE study programme are
hired six months after graduation.19 Meanwhile, a survey conducted on graduate employers (2020)
revealed that graduates of the study programme at UIN Sunan Kalijaga have desirable qualities for
the job market: Inclusiveness, religious moderation, and acceptance of all students regardless of
their economic, cultural, ethical, and even religious background. Most importantly, alumni of this
study programme are appreciated as teachers, who have patience in helping students to solve
problems. Often, IRE students work during their studies as teachers in schools, private tutors,
educational consultants, or learning technology experts and continue to pursue careers in these
fields after graduation.

Graduates of this study programme have job opportunities in various formal and non-formal
educational institutions. In addition, they work in international educational institutions, especially
those that use Arabic as the language of instruction. The graduates have careers as Hajj advisors,
researchers, freelance translators, and edupreneurs in the Arabic language field. Some students
have worked in formal and non-formal educational institutions before graduating.

As the oldest study programme in the field of religious studies, many RS alumni have careers as
academics at Islamic universities in Indonesia, as well as independent researchers, officials in
various national agencies, leader of religious organizations, and interfaith activists.20 According to
the results of a tracer study from 2021 to 2019, graduates are hired within one year after
graduation. 89 % of the alumni work in fields that match the graduate profile, namely religious
educators (teachers and lecturers), researchers, and religious leaders. The curriculum is regularly
redesigned according to the tracer study results provided by CEDC.
POSITIONING WITHING THE
18
See https://studiagama.or.id/berita/ (last access on January 11, 2023)
19
20

pursues the following missions:

1. Integrating and developing Islamic studies, disciplines, and nationalism in education and
teaching.
2. Persevering in conducting multidisciplinary research that is beneficial for academic and
societal purposes.
3. Contributing to solve the na
valuable for civil society.
4. Building trust and developing collaboration with various parties to improve the performance
quality of the three pillars of higher education.21
The study programmes implement the core values of the University, namely the integration and
interconnection of knowledge. Integration interconnection is a process of integrating universal
truth-values in general and Islam in particular in the teaching of general subjects such as
philosophy or anthropology.
The curriculum of the Islamic Religious Education programme is designed to accommodate

diversity, as present in Indonesia such as ethnicity, language, culture, and religion. In line with the
University's vision, the Arabic Language Education programme is determined to be prominent and
excellent in Arabic language education based on the integration of Islam and science. The
Religious Studies programme is in line with the Strategic Plan of the Faculty of Ushuluddin and
Islamic Thought 2020-2024 based on integrating and developing Islamic theological sciences
(ushul al-din) with social humanities.
Appraisal:
The panel is of the opinion that the reasons given for the positioning in the educational market of
all study programmes are plausible. UIN Suka has a high number of applicants each year, which
shows the great demand for the programmes (see statistical data). In addition, the students
confirmed the good reputation of the University during the interviews, who named this as one of
the main reasons for taking up their studies at this University.
In order to strengthen the position of Religious Studies, the University examined the educational
market through feedback from various stakeholders (students, graduates, employers, experts, etc).
Within the framework of positioning in the labour market, the panel assesses the demand in the
local market as high. The arguments in support of graduate employability based on the stated
qualification objectives are convincingly presented. UIN Suka conducts tracer studies, which
enable the study programmes to gain a systematic insight into the labour market.
In Religious Education the University analysed the job market for graduates through a tracer study
and the curriculum is regularly redesigned according to the results provided by CEDC.
21
Tridharma of Higher Education (teaching, research and community service)

regarding the integration and development of Islam and science for civilization. The objectives of
all study programmes are in line with the HEI's and Faculties mission and strategic planning -
especially with regard to the integration of Islamic ethical values, which the panel praises (see
appraisal in chapter 3.1).

Meets quality
requirements

1.3.1 Positioning of the study programme in the
RS IRE, ALE
educational market
1.3.2 Positioning of the study programme on the
RS IRE, ALE
job market for gr
1.3.3 Positioning of the study programme within
X
the HEI's overall strategic concept

2. Admission
ADMISSION REQUIREMENTS
The implementation of the selection of new student admissions for the Study Program at UIN Sunan
Kalijaga Yogyakarta refers to the
1. Regulation of the Minister of Research, Technology, and Higher Education Number 6 of 2020
concerning New Student Admissions for Undergraduate Programs at State Universities,
2. Decree of the Rector of UIN Sunan Kalijaga Yogyakarta Number: 43.2 of 2017. It contains the
recruitment and selection system for new student candidates and Equity Principles in the New
Student Admission at UIN Sunan Kalijaga,
3. Decree of the Rector of UIN Sunan Kalijaga Yogyakarta Number: 43.5 of 2017 concerning the
Policy for Admission of Economically or Physically Underprivileged Students of UIN Sunan
Kalijaga Yogyakarta,
4. Decree of the Rector of UIN Sunan Kalijaga Yogyakarta Number: 43.4 of 2017 regarding the
Principle of Regional Equity in New Student Admission Policies, UIN Sunan Kalijaga
Yogyakarta,
5. Policy for Admission of Students with Disabilities as stated in the Decree of the Rector of UIN
Sunan Kalijaga Yogyakarta Number: 43.6 of 2017,
6. Standard Operational Procedures (SOP) for New Student Admission
The admission requirements are implemented in the Study and Examination regulations and the
Standard Operation Procedures (SOP).
Admission procedures of the Bachelor programmes adhere to the regulation of the Indonesian
simultaneously, i.e.:
a. SPAN-PTKIN (National Selection of Academic Achievement of State Islamic Religious
Universities) cademic achievement. The
prospective students taking this path are not subject to registration fees.22
b. UM-PTKIN (State Islamic Religious College Enrolment Exam) is carried out through an
electronic selection system using a computer network. The prospective students taking this
path are subject to registration fees.23
c. Independent Path by Sunan Kalijaga Admission Centre (Mandiri Path).24 Meanwhile, there
are three types of independent path student admission selection, i.e.:
1. Independent-Computer-Based Test (CBT), which is an online-application based test using
Android operating system.
2. Independent- -test student admission selection, is
evidenced by certification or through direct verification. In addition, this path is also
22
See https://www.um-ptkin.ac.id (last access on January 10, 2023)
23
See https://www.span-ptkin.ac.id (last access on January 10, 2023)
24
See https://admisi.uin-suka.ac.id/ (last access on January 10, 2023)

intended for prospective students who have special achievements in academics, arts,
sports, national religious championship, evidenced by certification issued by trusted
institutions.
3. Portfolio, which is prospective student admission selection on the basis of UTBK-SBMPTN
score or a 2021 UM-PTKIN score. This path is intended for prospective oversea students
who have passed the equivalent of secondary education and prospective students with
special needs.25
COUNSELLING FOR PROSPECTIVE STUDENTS
For the information regarding the selection of new students at UIN Sunan Kalijaga, the Admission
Center provides information services through the website26, social media (Facebook, Instagram,
Twitter, Whatsapp), and the helpdesk, which is ready to provide information and services to
prospective new students during working hours. Prospective students can also ask questions
directly via Email27 or Social Media28. A FAQ29 feature is provided which answers the most
frequently asked questions regarding New Student Admission such as information on registration
paths, fees, requirements, etc.
Content related to study programmes such as profiles of graduates, competencies obtained by

prospective students while studying, and the proportion of courses can be accessed through study
programmes websites30 and through the Student Association of the study programmes. Topics
include scholarship opportunities, entry pathways, and registration timelines, as well as tuition
fees.
School Visit Service: To promote the University and study programmes, and guide prospective new
students (especially regarding new student admissions and selection of study programmes) various
upper secondary education institutions are visited.
SELECTION PROCEDURE
The selection process for new student admissions at UIN Sunan Kalijaga is based on national
regulatory standards in the new student admission system and the rules set by the University,
which are contained in the Standard Operating Procedures (SOP) for Admission of New Students.
Information on each phase of the procedure is presented and accessible online.31
25
The detailed information can be seen at http://pld.uin-suka.ac.id/p/admisi.html (last access on January
10, 2023)
26
See https://admisi.uin-suka.ac.id/ (last access on January 10, 2023)
27
admisi@uin-suka.ac.id), pai@uin-suka.ac.id, saa@uin-suka.ac.id
28
IRE: https://instagram.com/prodipaiuinsuka/; ALE: https://linktr.ee/pbauinsuka; RS:
https://instagram.com/saauinsuka/
29
See https://admisi.uin-suka.ac.id/faq (last access on January 10, 2023)
30
IRE: http://pai.uin-suka.ac.id; ALE: https://pba.uin-suka.ac.id/ ; RS: http://saa.uin-suka.ac.id (last
access on January 10, 2023)
31
https://admisi.uin-suka.ac.id (last access on January 10, 2023)

Independent Path by Sunan Kalijaga Admission Centre: In the test path, the admission is based on
the ranking of test results and quotas. While the admission of non-test prospective students is
based on the validation of the files collected and based on the available quota.
Selection of foreign students: After the registration and filing process, the admissions of UIN Sunan
Kalijaga hold a judicial session. The decision of the Judisium Team will be stated in the Rector's
Decree. Upon arrival in Indonesia, the foreign student concerned must fulfill all administrative
requirements set by the University to obtain a Letter of Acceptance (LoA) from the Academic
Department.
PROFESSIONAL EXPERIENCE
There is no professional experience required at the time of admission for study programmes at the
first educational qualification level.
ENSURING FOREIGN LANGUAGE PROFICIENCY
To make the study programmes and UIN Sunan Kalijaga Yogyakarta international standard, the
admission of new students is based on academic ability and must obtain a certificate of passing
the English and Arabic tests from the UPT Language Development Centre (PPB). If they have good
academic skills but have not passed the English and Arabic exams, then the student is required to
take English and Arabic matriculation at the UPT Language Development Centre until they passed
it. Furthermore, during the study programmes students are required to have two languages with
predetermined standards, namely English and Arabic.
During the on-site visit, the panel learned that students need a TOEFL score of 500 to participate
in the international classes of IRE and ALE.
TRANSPARENCY AND DOCUMENTATION OF ADMISSION PROCEDURE AND DECISION
The selection process for new student admissions at UIN Sunan Kalijaga Yogyakarta is based on
the principle of clean university government and good university governance, so as to maintain
academic, administrative and financial accountability and transparency. The entire process of new
student admissions and results are accessible through the official website of UIN Sunan Kalijaga
Yogyakarta admission32 and the official page of UIN Sunan Kalijaga Yogyakarta33.
The selection results are determined based on the selection procedure set by the national
implementing committee.
a. SPAN-PTKIN: Admission is based on the ranking of report scores and academic achievements.
Through the system, the National Committee ranks students based on the scores of the subjects
that are tested in the 2021 National Examination (UN), starting from semester 1 (one) to
semester 5 (five). Based on the ranking of academic achievements carried out by the National
Committee and according to the provisions of school accreditation, students who meet the
32
http://admisi.uin-suka.ac.id (last access on January 10, 2023)
33
https://uin-suka.ac.id/en (last access on January 10, 2023)

requirements are allowed to register for SPAN-PTKIN 2021. The selection results are accessible
on a schedule determined by the national implementing committee. Participants can check the
selection results on the website by entering their registration number.34
b. UM-PTKIN: The test scores are used as the basis for ranking all examinees. Ranking on this
path is carried out nationally. Participants who are accepted as prospective students are
ranked according to the number of quotas provided in the selected study programme. The
complete announcement procedure is submitted on the UM-PTKIN page.35
c. Independent Path by Sunan Kalijaga Admission Centre: Presents announcements of
particip selection results online.36 The selection results are determined based on the
ranking of exam scores and or the judicial board hearing for new student admissions at UIN
Sunan Kalijaga Yogyakarta.
Appraisal:
UIN Suka has clearly regulated the admission requirements for all programmes. The admission
requirements for national and international students are defined by state regulations, which are
embedded in the University regulation and are therefore in compliance with the requirements of
the Indonesian Higher Education Law.
Applicants can directly turn to the Admission Center for clarification of specific questions, of
personal aptitude, of career perspectives etc. Constant availability for prospective students via
Mail, Whatsapp, a helpdesk and various Social Media channels is ensured. The HEI reacts quickly
the University also visits upper secondary education institutions to promote the University and
study programmes, and provide guidance for prospective new students.
In terms of the selection procedure, UIN Suka establishes clear transparency, which is also largely
state-regulated. Only the Independent Path is an admission procedure of the University.
The admission decision is based on transparent criteria and is communicated to the students.
Applicants receive a letter if they have not been accepted. In doing so, the government commits to
communicating the response; thus, it is based on transparent criteria and communicated in writing.
Concerning the assurance of foreign language proficiency, the admission requirements of a

language proficiency and placement test in English and Arabic enable students to successfully
complete the study programmes.
34
https://www.span-ptkin.ac.id/web/site/login (last access on January 10, 2023)
35
https://www.um-ptkin.ac.id/home/information (last access on January 10, 2023)
36
https://admisi.uin-suka.ac.id (last access on January 10, 2023)

Meets quality
requirements
2.1* Admission requirements (Asterisk

X
Criterion)
2.2 Counselling for prospective students X
2.3* Selection procedure (if relevant) X
2.4(*) Professional experience (if relevant;
Asterisk Criterion for master programmes X
that require professional experience)
2.5* Ensuring foreign language proficiency
X
2.6* Transparency and documentation of
admission procedure and decision X

3. Contents, structure and didactical concept of the
programme
3.1 Contents
LOGIC AND CONCEPTUAL COHERENCE

The Indonesian National Qualifications Framework (KKNI) is applied as a guideline for the study
programmes at UIN Sunan Kalijaga Yogyakarta, through Presidential Regulation Number 8 of 2012
concerning the Indonesian National Qualifications Framework. KKNI is a framework for
qualifications that can juxtapose, equalize, and integrate between the fields of education and the
field of job training and work experience in order to provide recognition of work competencies in
accordance with the work structure in various sectors.
Table 4: Curriculum of Islamic Religious Education

*elective course
Students are required to take

 three courses (6 SKS credits) of national characteristics,
 six courses (14 SKS credits) that characterise the University,
 17 courses (87 SKS credits) as main courses of the study programme,
 nine supporting courses (30 SKS credits) and
 five elective courses (10 SKS credits).

Table 5: Curriculum of Arabic Language Education

Table 6: Curriculum of Religious Studies

L: Lecture, P: Practice, F: Field Practice
RATIONALE FOR DEGREE AND PROGRAMME NAME

The naming of study programmes in all universities in Indonesia is regulated in the Regulation of
the Minister of Research, Technology and Higher Education of the Republic of Indonesia Number 5
of 2017 Article 6 concerning Naming of Study Programmes in Higher Education. The study
programme is named Pendidikan Agama Islam (PAI) (Islamic Religious Education).
According to the latest regulation, namely the Regulation of the Minister of Religious Affairs of the
Republic of Indonesia number 38 of 2017 concerning Academic Degrees in Islamic Higher
Education, the title for alumni of the study programme is Sarjana Pendidikan (S. Pd) (Bachelor of
Education).

The name of the study programme follows the Regulation of the Minister of Religious Affairs Number
33 of 2016 concerning Academic Degrees for Religious Higher Education.
According to the latest regulation, namely the Regulation of the Minister of Religious Affairs of the
Republic of Indonesia number 38 of 2017 concerning Academic Degrees in Islamic Higher
Education, the title for alumni of the study programme is Sarjana Pendidikan (S. Pd) (Bachelor of
Education).

The naming of study programmes in all universities in Indonesia is regulated in the Regulation of
the Minister of Research, Technology and Higher Education of the Republic of Indonesia Number 5
of 2017 Article 6 concerning Naming of Study Programmes in Higher Education.
The Bachelor of Religious Studies is called Strata 1 (S1) Study of Religions and the degree awarded
is Sarjana Agama (S.Ag) (Bachelor of Religion).
INTEGRATION OF THEORY AND PRACTICE

As a teacher training programme, the curriculum is designed to facilitate students to understand
the theoretical aspects of Islamic religious education, as well as the practical application of these
theories in the classroom.
No Skill Practical Objectives Sample of Courses

1 Teaching Islamic Applying learning theories Learning strategies, media and
Religious Education in in teaching about Islam technology of learning, micro teaching,
schools effectively field studies in schools.
2 Effective class Adequate understanding of Student Development, Educational
management the needs of students and Psychology, Educational Guidance and
assistance Counselling.
3 Conducting research on Identifying issues in Research methodology, educational
Islamic religious Islamic religious education administration, Thesis
education in schools and conducting research by
following research ethics.
4 Edupreneur of Islamic Applying edupreneur skills Edupreneur in Islamic Education, Big
religious education in Data Literacy, Community Engagement.
schools
5 Addressing Demonstrating moderate Religious Moderation, Inclusive
contemporary issues in and inclusive Islamic Education
Islamic religious understanding of Islam in
education the context of Islam

No Skill Practical Objectives Sample of Courses
1 Using Arabic language Fluent communication in (listening), Kalam (speaking),
as language of Arabic (reading), Kitabah (writing).
instruction
2 Teaching Arabic Applying theories of Planning in Arabic language learning,
effectively learning in teaching Arabic Arabic language learning models and
language methods, Arabic Language Learning
Evaluation, micro teaching,
Introduction to Field Education (PLP).
3 Research Conducting research on Research methodology, Thesis
Arabic language
4 Entrepreneur Applying entrepreneurship Edupreunership
skills
5 Arabic Translator Translation of Arabic texts Translation
into Indonesian

6 Community Communication and (Compulsory Community Engagement)
engagement cooperation with members
of the community

No Skill Practical Objectives Sampel of Course
1 Teaching Applying learning theories in Introduction to the Study of Religions,
religious teaching religious studies History of Religions, Interreligious
studies Relations, Comparative Study
Religion, Phenomenology of Religion,
Theories of Religions, Religious
Symbols, World Religions, Judaism,
Christianity, Hinduism, Buddhism,
Religion Shintoism, Confucianism,
Introductory Islamic Studies, New
Religious Movement, Spiritualism and
Mysticism of Religions, Religion and
Local Culture of the Nusantara
2 Research Conducting research on socio- Research Methodology, Religious
religious issues Research Methodology, Thesis
Proposal Writing
3 Religious and Becoming a faith leader with Resolution of Religious and Social
Community expertise in certain fields in Conflict, Cultural Studies, Religion and
leader Applied Religious Studies (either Contemporary Issues, Interfaith and
based on community organisations, Cultural Communities, Interfaith
companies37 or government), and Relations, Religious Minorities,
contributing to a harmonious, Internship, Community Development,
civilized, socio-religious life with Leadership and Entrepreneurship,
progressive value Community Service Program
INTERDISCIPLINARY THINKING

Interdisciplinary thinking at UIN Sunan Kalijaga is carried out systematically through an
integrative-interconnective scientific study model.38 The integration-interconnection paradigm
provides a methodological scheme to integrate traditional Islamic disciplines and modern social
and natural sciences.

Within eight semesters, students complete a study load of 147 SKS credits with a composition of
50 % Islamic and religious sciences, and 25 % Pedagogics and 25 % general sciences (such as
research methods, Big Data Literacy, Inclusive Education).
In the second year, students get an understanding of the philosophical aspects of education. This
means each subject emphasises fundamental-existential values in the study of Islamic education
and its relation to universal humanistic values. In the third year, students discuss Islamic studies,
pedagogy, methodology, and multicultural education. Through internship and community
37
Corporate Social Responsibility - CSR
38
See self-evaluation report p. 35ff

engagement, students have the opportunity to apply the learning theories they have learned on
campus.

The study programme uses an interlinked-communicated information approach based on the
assumption that "knowledge is interlinked-communicated information". In the first semester,
students familiarise themselves with the integration-interconnection paradigm through subjects
such as Islam and science, Islam and social humanities, and introduction to Islamic studies. In an
introductory course in Islamic studies, for example, students are given the opportunity to conduct
field studies where they will analyse obtained data by integrating Islamic normative perspectives
and other disciplines.

The graduates will encounter complex religious problems in a pluralistic society. The courses in the
study programme are designed to allow students to develop better understanding of and deeper
insight into complex religious phenomena by adopting various approaches and theories of
humanities. Because of the nature of its subject matter (namely religion and religious practices),
the curriculum is multidisciplinary, interdisciplinary, and transdisciplinary. For example, Interfaith
and Cross-cultural Communication, Religion and Contemporary Issues, Religions in the Indonesian
Context, Religion and Archipelagic (Nusantara) Local Cultures are among compulsory courses that
use multidisciplinary, interdisciplinary, and transdisciplinary methods.
ETHICAL ASPECTS

The study programmes believe that ethics is a very important aspect in academic and non-academic
life. For this reason, policies, regulations, and organisations that oversee ethical aspects have been
documented and realized.39 This ethical aspect is implemented in teaching, research and
community service. The socialisation of the rules for students is carried out by the Faculty through
 student orientation for new students,
 introduction to Campus Academic Culture,
 and makrab an event in which new students familiarise themselves with UIN Sunan
Lecturers through the submission of learning contracts, academic guidance, and mentoring
carry out socialisation. The code of ethics is included in relevant courses such as the Teacher
Profession Program (TPP) course, including the teacher code of ethics, teacher professional code
of ethics, and communication ethics. Teaching in any subject must be developed in the spirit of
integration and interconnection between disciplines, and for the context of UIN Sunan Kalijaga, it
must be added in the spirit of integration of universal truth values in general and Islam.
The programmes ensure that students and graduates adhere to ethical aspects. Therefore, learning
outcomes of the study programmes include the definition of attitudes and values. Furthermore, the
integration of theory and practice as described requires the application of interdisciplinary ethics.
39
Rectoral Decree Number 151.1 of 2018

The implementation of Islamic values, the rule of law, and morality in speaking, and acting is a
benefit when compared to other universities.
METHODS AND SCIENTIFIC PRACTISE

Students participate in the courses Quantitative Research Methodology and Qualitative Research
Methodology. The learning objective is to understand the scientific method and its application in
researching issues in Islamic education. In addition to theoretical aspects, students develop data
collection instruments, analytical frameworks, compile research reports, and write academic
papers. Learning activities include reviewing qualitative and quantitative research articles, writing
papers, presentations, conducting mini research and writing research reports.
In addition, workshops on research methods are held, in preparation of research instruments,
analysis of quantitative data, analysis of qualitative data, and workshops on compiling research
reports. Final year students attend a special workshop called a research methodology clinic.
Finally, students who pass the selection can become research assistants for their lecturers.

The course Research Methodology equips students with theoretical knowledge about research
methods and the practice of compiling research instruments and making research proposals. In the
beginning, students review several theses and articles published in scientific journals to obtain the
latest information about learning Arabic and be able to provide an assessment of previous works.
To strengthen students' ability to analyse quantitative data, students participate in the Education
Statistics course before the Research Methodology. In addition to these two courses, students
receive a Thesis Writing Guide.

The curriculum equips students with methodological competence that will enable them to conduct
scientific work in the field of religious studies. Three courses are specifically designed for the
purpose:
 Research Methodology,
 Religious Research Methodology,
 Community Development, and
 Thesis Proposal Seminar.
In addition, in every course, students compose research paper to demonstrate their understanding
of the theoretical and practical aspects of the course and the ability to implement research methods
and conduct scientific work.40
EXAMINATION AND FINAL THESIS

Assessment of learning outcomes by lecturers in the study programme environment is carried out
continuously to monitor the process, progress, and improvement of learning outcomes in the form
of quizzes, assignments, mid-semester exams, and end-of-semester exams. In carrying out the
40

assessment of learning outcomes, it is necessary to pay attention to the principles that have been
regulated in the curriculum. Lecturers can carry out various kinds of assessment techniques in a
complementary manner in accordance with the competencies assessed and the peculiarities of each
course. Freedom to use assessment techniques should be in accordance with the objectives and
standards that have been set in the Semester Lesson Plan (RPS). In general, the study programmes
use the following main techniques in assessment:
1. The test can be in the form of a written test, an oral test, and a practice test or performance
test;
2. Assignment assessments are given for structured assignments and unstructured independent
activities, and can be in the form of laboratory practice, homework, portfolios, projects, and/or
products;
3. Portfolio is a collection of documents and student works in a particular field which is compiled
to find out the interests, progress of achievement, and creativity of students;
4. Projects are assignments given to students within a certain period of time, project assessments
are carried out on preparation, implementation, and results.
The final grade component consists of Mid Semester Examination (MSE) scores, Final Semester
Examination (FSE) UTS scores, and assignment scores as well as other grades such as attendance,
which amount is in accordance with the study contract agreed upon by the lecturer and student. A
minimum FSE score of 30 % and a minimum MSE score of 20 % and an assignment score of 40 %.
After completing a minimum of 100 SKS credits, which include research methods courses, students
may start their final project/thesis. The student's first write a research proposal which is presented
suggestions from fellow students and their supervisors. Students must complete their final project
(thesis) within one year (two semesters). A thesis defense is carried out with a short presentation
of results and following questions.
Appraisal:
The panel is of the considered opinion that the curricula of all programmes cover the contents and
topics that have been set for the achievement of the qualification objectives and are logically linked
to each other. Therefore, the Bachelor degree and programme names correspond to the respective
contents of the curricula and their established programme objectives. Offering elective courses
allows students to develop an individual profile and to acquire additional competences and skills.
The degree and programme names correspond to the contents of the curriculum and the programme
objectives. The respective ministries determine both.
Theoretical questions are, where possible, explained by means of practical applications. For
example through community service, applying learning theories in teaching about Islam,
conducting research on socio-religious issues or Arabic language.
There is evidence that the programmes qualify for interdisciplinary thinking. All programmes use
the integration-interconnection paradigm, which provides a methodological scheme to integrate

traditional Islamic disciplines and modern social and natural sciences. The Islamic Religious
Education programme consists of Islamic and religious sciences, Pedagogics and general sciences.
The Arabic Language Education programme combines Islam with science and social humanities.
The curriculum of Religious Studies includes multidisciplinary, interdisciplinary, and
transdisciplinary methods.
The panel highlights that ethical aspects are implemented greatly within the curricula. Thus, the
identification and reflection of ethical aspects is strongly promoted and considered key
competences as well as an integral part of the study programmes' qualification objectives. Thus,
the study programmes also aim to be in line with the spirit of integration and interconnection
between religious ethical values and Western concepts. The code of ethics is included in relevant
courses and learning outcomes of the study programmes include the definition of attitudes and
Therefore, different ethical aspects and concepts
represent the core of the study programmes. They ensure that students and graduates adhere to
ethical aspects.
Regarding methods and scientific practice students acquire methodological competences and are
enabled to do scientific work on the required Bachelor level. In the course of their studies, all study
programmes offer several courses on the acquisition of methodological and scientific skills (e.g.
qualitative and quantitative Research Courses, Religious Research Methodology, Education
Statistics). The examples of Bachelor theses received for review confirm the positive impression of
the panel, and show that students prove, especially in their thesis, their ability to do scientific
work. There are guidelines regarding the thesis that students receive.
In addition, all study programmes use several types of examinations (from written, oral to practical
tests in the form of, for example, portfolios), which are suitable in format and content to determine
the intended learning outcomes. The requirements are in accordance with the desired qualification
level.

Meets quality
requirements
3.1 Contents
3.1.1* Logic and conceptual coherence (Asterisk
X
Criterion)
3.1.2* Rationale for degree and programme name
X
3.1.3* Integration of theory and practice
X
3.1.4 Interdisciplinary thinking X
3.1.5 Ethical aspects X
3.1.6* Methods and scientific practice (Asterisk
X
Criterion)
3.1.7* Examination and final thesis (Asterisk
X
Criterion)

3.2 Structure
MODULAR STRUCTURE
Projected study time 8 semesters

Number of Credit Points (CP) IRE: 147 SKS credits
ALE: 144 SKS credits
RS: 144 SKS credits
Workload per CP 170 minutes (60 minutes independent study, 60 minutes
assignment, 50 minutes contact hours)
Number of courses IRE: 8 modules
ALE: 51 courses
RS: 8 modules
Time required for processing 6 months, 6 SKS credits
the final thesis and awarded CP

Students are required to take
 National compulsory courses,
 University compulsory courses,
 study programme compulsory courses and
 elective/optional courses.
The study programmes are completed within eight semesters with a maximum time limit of fourteen
semesters. During the study period, students may take a maximum of two semesters off.
The semester lasts 16 weeks, including the mid-semester exam/assessment and the end-semester
exam/assessment. One year consists of two semesters: Odd Semester (Semester Ganjil) (1
September 31 January) and Even Semester (Semester Genap) (1 February 31 August). In addition
to these two semesters, each Faculty can hold an Intermediate Semester at the end of an even
semester with certain terms and conditions.41
The study programme requires students to complete 41 courses (147 SKS credits) in a minimum of
seven semesters and a maximum of 14 semesters.

The students complete at least 144 SKS credits and a maximum of 150 credits consisting of
compulsory and elective courses.

This programme offers at least 144 SKS credits and maximum 157 SKS credits, which are completed
in 8 semesters. The maximum study load for each semester is 24 credits.
41

STUDY AND EXAM REGULATIONS

The study and exam regulations at UIN Sunan Kalijaga are derived from the Regulation of the
Minister and Culture number 3 of 2020 concerning National Higher Education Standards related to
the standard of the learning process, which among others regulates the student's workload. UIN
Sunan Kalijaga further elaborates the regulation through Rector decree number 1.462 in 2018 and
number 85.4 in 2021. All study programmes operate according to the decree.42
Learning Objectives are guided by the Manual for the Assessment Process. Learning objectives for
all courses are stated in the Curriculum Handbook, Semester Lesson Plans (RPS), and Learning
Contracts. Assessment methods include:
 assignments given by lecturers on certain topics,
 quizzes to detect readiness and understanding of learning objectives,
 work reports that must be submitted after carrying out a series of activities or work
practicums,
 initial and final tests at the beginning and end of class to measure students' understanding
as a result of learning,
 seminars where students present their learning on certain topics and discuss them with
other students,
 skills assessment,
 practice exam, and
 mid-term and final exams.
There are two types of exams: Exams in the middle of the semester (Mid Exam Ujian Tengah
Semester, UTS) and exams at the end of the semester (Final exam Ujian Akhir Semester, UAS). The
schedule for both exams is predetermined at the start of the academic year through the decision of
the rector concerning the academic calendar of the University. In addition to that, the University
also has detailed regulation of examinations, including the grading system, minimum requirement
for the student to be able to join the exam, the length of time of each exam, and all other technical
aspects.
FEASIBILITY OF STUDY WORKLOAD
The study programmes use a weighted instrument based on the Indonesian credit system. 1 SKS
credit consists of 150 minutes per week (50 minutes of face-to-face lectures, 50 minutes of
structured academic activities, 50 minutes of self-study activities). 1 SKS = 150 minutes x 14 weeks
= 2,100 minutes (35 hours) - 1 ECTS = 25 hours. Therefore, the credit equivalent is 35 /25 = 1.4
ECTS credits.43
42
43

1. Appropriate curriculum design: lectures can be taken in seven semesters with an additional
time allowed of 14 semesters for an average of six to eight courses per semester with a total
of 47 courses equivalent to 147 SKS credits.
2. Reasonable workload calculation, with a total of six to eight courses per semester or
equivalent to 20-24 SKS credits. 55 hours per week will be spent by students to study.44
3. Appropriate support services as well as academic and general counselling for students.
Each student has one academic supervisor. On average, one academic supervisor
supervises 30-40 students or the equivalent of one regular class.
EQUALITY OF OPPORTUNITY
All study programmes are committed to supporting and implementing the policy of UIN Sunan
Kalijaga to become an inclusive University, which means that the University respects, accepts, and
accommodates all the different needs of campus residents, including students with disabilities.
The main principle of UIN Sunan Kalijaga in student admission is equity, which does not
discriminate against religion, race, between groups, gender, social position, physical condition,
politics, and economic strata of students.45 Student admission is also based on the principle of
equitable distribution of students' areas of origin and fairness of access to education for certain
areas. This means, students from all parts of Indonesia study at UIN Sunan Kalijaga.
The policy is manifested in various affirmative steps aimed at increasing campus accessibility for
all groups, both from the physical, academic and social aspects. Affirmative steps given by UIN
Sunan Kalijaga to ensure equality through
1. gender equality between women and men means both have the same opportunity to
become students at UIN Sunan Kalijaga. This issue is overseen by the Center for Gender
Studies, which continues to supervise and monitor.
2. The existence of the Disable Service Center (PLD), which is a unit at the University that
facilitates the process of physical, academic and social accessibility of students with
disabilities. PLD now also functions as a unit that coordinates services and assistance
for students with disabilities, although each faculty and unit, both academic support
units and administrative service units, regulates technical issues related to these
services.
Both the Center for Gender Studies and the Center for Disability Services develop guidebooks
related to gender accessibility and disability in the entire academic process, periodically provide
socialization and workshops on related issues, monitor and evaluate the implementation process;
and updating manuals according to input from field implementation.
UIN Sunan Kalijaga has declared itself as one of the inclusive campuses with integrative -
interconnectivity core values, dedicative-innovative, and inclusive-continuous improvement. UIN
44
50 minutes of face-to-face lectures, 50 minutes of structured academic activities, 50 minutes of self-
study activities) means 1 SKS credit = 150 minutes per week x 22 SKS credits = 3300 minutes = 55 hours
per week.
45

Sunan Kalijaga states that it became the first inclusive campus within the National Islamic
Religious Higher Education.46 Efforts to realize inclusive campuses have been conducted since
2007 with the establishment of a Disabled Service Centre (PLD). This commitment is further
realised with practical policies that lead to the creation of physical and non-physical accessibility
and efforts to systematise affirmative policies on governance and organisational structure of UIN.
Efforts to improve the disabled-friendly service in expanding the accessibility of the students with
special needs, ushered State Islamic University Sunan Kalijaga at the Inclusive Education Awards
award from the Minister of Education and Culture of Indonesia in 2013 in Denpasar Bali. 47
Currently, there are more than 70 disabled students enrolled as State Islamic University students.
UIN Sunan Kalijaga is supportive of economically disadvantaged students. Among Indonesian

universities, UIN Sunan Kalijaga is known as the 'people's campus' for it affordable tuition fees and
various scholarship opportunities for students with outstanding academic qualifications.48
UIN Sunan Kalijaga generally has official documents explaining the code of ethics implemented in
the University (Senate Resolution No. 2, 2011), including protection against sexual harassment (the
decision of the Directorate General of Islamic Education No. 5494, 2019 and the Rector Decision
No. 187.2, 2020) as well as the Rectoral Decree Number 5 of 2017 concerning Entry Requirements.49
There are disadvantages compensation for students w

modification published by PLD (Disabel Service Center) on pages 73-170.
Appraisal:
The programme structure supports the implementation of the curricula and helps students to reach
the defined learning outcomes. It consists of courses or modules and assigns credits per course
based on an estimated student workload. The course descriptions provide detailed descriptions of
There are legally binding study and exam regulations. The study programmes are designed so that
students can study for a certain time at other higher education institutions or do internships
without any extension of their overall study time.
With regard to the feasibility of student workload, the faculty has a very good support system for
its students (see also chapter 4.2). Although the calculated weekly workload is over 40 hours, the
students have reported in the interview rounds that they do not consider the workload as too high.
Moreover, the statistical data show that the average study duration is on average four years or even
slightly less than four years.
In the opinion of the panel, the structure of the programmes is comprehensible and appears
appropriate to enable the students to achieve the intended goals of the programme in the
46
See self-evaluation report p. 69 of cluster 5
47
See self-evaluation report p. 69 of cluster 5
48
49
UIN Sunan Kalijaga complies with Law number 2 of 2012, Government Regulation number 4 of 2014, and
Regulation of the Minister of Higher Education and Research number 126 of 2016.

designated time. Support in academic and general matters is ensured by the lecturers and study
advisors.
With regard to equality of opportunity, the panel is particularly impresse

disabled service centre. The panel was able to see for itself that UIN Suka is very proactive with
regard to disabled students and supports them well. The panel would also like to praise the use of
sign language interpreters who support the deaf students in their studies.
With regard to gender equality, the panel would also like to positively note that a large number of
female students are studying in the study programmes and women hold a considerable number of
positions as professor, teacher or Dean.

Meets quality
requirements
3.2 Structure
3.2.1* Modular structure of the study programme
X
3.2.2* Study and exam regulations (Asterisk
X
Criterion)
3.2.3* Feasibility of study workload (Asterisk
X
Criterion)
3.2.4 Equality of opportunity X
3.3 Didactical concept

The logic and plausibility of didactic concepts are oriented towards the curricula of the study
programmes. Teaching materials and methods are designed and used to support the achievement
of the learning objectives. This is determined in each study plan. The learning process of the study
programmes as a whole uses an active learning strategy that places lecturers as facilitators and
students as learning subjects which requires students to learn creatively and independently.
Learning does not only take place in the classroom, but is developed with learning models outside
the classroom by utilising all learning resources in the surrounding environment, such as schools
and the community:
Student exchange: The aim is to broaden students' perspectives on Islamic education.
Internship: Students can gain work experience, with an internship period of 1-2 semesters.
Teaching Assistant: Students become teaching assistants at elementary, middle, or high schools.
Conducting Research: Students who are interested in conducting researcher are given the
opportunity to do internships in research centres related to Islamic education.
Humanitarian Project: Islamic religious education students have the opportunity to be involved
in humanitarian projects organised by international institutions such as UNESCO, UNICEF, WHO
etc. and domestic institutions.
Entrepreneurial Activities: The study programme organises entrepreneurship activities.

Independent Project: Colleges or faculties can make independent studies to complete topics that
are not included in the class schedule. Independent projects can be carried out in the form of cross-
disciplinary group work.
Community Engagement: Through this activity, students are given the opportunity to engage with
real issues of the community and take part in solving the issues using their knowledge. In addition,
this activity helps students develop important soft skills such as the ability to build partnerships,
the ability to work in teams with experts in various fields, leadership, and management.
This has been regulated in the guidelines that exist in the scope of the University and the Faculty,
such as; (1) Academic Guidelines, (2) Curriculum, (3) Guidelines for Writing Final Projects, and (4)
Guidelines for exam SOPs, and (5) Guidelines for PPL and KKN. Furthermore, the scope of the
learning process in the study programmes include pre-lecture activities, preparation of lectures,
implementation of lectures, and evaluation of lectures.
The instruments used are print media, electronic media and an E-Learning Model. Learning Methods
are oriented towards a combination of teacher-centred learning (e.g. classroom teaching,
demonstration, practice), student-centred learning (e.g. group discussions, problem-based
learning) and research methodology (e.g. finding research ideas, writing research proposals /
reports / papers, giving presentations). Furthermore, the University and Faculties also provide
relevant training to ensure that all lecturers are competent in applying didactic methods and using
instruments to improve the achievement of the intended learning objectives.
During the assessment the panel learned that all courses use blended learning (70 % face to face,
30 % online), including 70 % face to face and 30 % online teaching with synchronous and
asynchronous methods.
Based on the learning outcomes of graduates referring to the KKNI, the minimum criteria for the
depth and breadth of learning material or also known as learning content standards for
undergraduate students is that graduates have at least a deep mastery of the theoretical concepts
of specific areas of knowledge and skills in general and the theoretical concepts of specific sections
in that knowledge and skills. The depth and vastness level of the learning material is cumulative
and/or integrative as outlined in the study material structured within the courses.
Furthermore, during the learning process, the students get Semester Lesson Plans (RPS). RPS is a
learning programme document designed to produce graduates who have the skills conforming to
the specified Graduate Learning Outcomes (CPL). With the RPS students are able to trace their
relevance and conformity with the curriculum concept. RPS is determined and developed
independently by the lecturers and developed within an expertise group in a specific science in the
study programme. The course outline from the RPS is presented to students at the beginning of the
lecture meeting. Finally, the RPS is reviewed and adjusted regularly to the development of science.
Semester Lesson Plan (RPS) contains at least:
1. Name of study programme, name and course code, semester, credits, name of the teaching
lecturer;
2. Graduate learning outcomes imposed to courses;

3. Planned final skills at each learning stage to meet graduate learning outcomes;
4. Study materials related to the capabilities achieved;
5. Learning methods;
6. The time provided to achieve the skills in every learning stage;
7. Student learning experience embodied in the tasks description that students must do for one
semester;
8. Criteria, indicators, and assessment weights; and
9. List of references used (accessible via E-Learning).
GUEST LECTURERS
To support the achievement of learning outcomes, guest lecturers from different universities,
institutes and different public and private sectors are invited to deliver seminars, workshops or to
join the classes to share their work experience with the students. This includes also international
experts, for example from Germany or India.
Appraisal:
The teaching methods are adapted to the qualification level of the Bachelor study programmes. The
panel welcomes the variety of teaching and learning methods, such as practical exercises and
projects in which students can participate and which encourage them to take an active role in the
learning process.
During the assessment, the panel also had the opportunity to view different exemplary course
materials on site and concluded that the course materials correspond to the teaching approach
used and the respective qualification level of the course for which it is intended.
National and international guest lecturers are invited to contribute to the qualification process of
the students with their special experiences and give them an understanding of current topics.

Meets quality
requirements

3.3.1* Logic and plausibility of the didactical
X
concept (Asterisk Criterion)
3.3.2* Course materials (Asterisk Criterion) X
3.3.3 Guest lecturers X
3.3.4 Lecturing tutors X
3.4 Internationality

The international outlook of the programmes is integrated into the individual courses of the
curricula. Case studies with international topics are used to make comparisons with other

countries. Lecturers use Western textbooks and Islamic topics are compared or mixed with Western
concepts. In addition, a language course in English and Arabic is anchored in the curricula to
strengthen English skills and present an international academic atmosphere in the campus.
Table 7: International Contents and Intercultural Aspects

Courses with international and intercultural aspects:
 Inclusive Education
 Big Data Literacy (elective)
 Multicultural education and religious moderation
 English
 Arabic language
 Sejarah Kebudayaan Islam
 Integrative PLP-KKN (Field Practice-Community Service Programme)
 PPL (Micro Teaching)

Courses with international and intercultural aspects:
 Ilm al-Ashwat
 Al-Istima'
 Al-Imla'
 Al-Nahw al-Nadzoriy
 Al-Kalam
 Al-Qira'ah al-Asasiyah
 Al-Khath
 Al-Nahw al-Wadzifiy
 Al-Sharf
 Al-Khithabah wa al-Munadzarah
 Al-Muthala'ah
 Al-Tarjamah min al-Arabiyah ila al-Indunisiyah
 Ilm al-Lughah al-Tathbiqiy

 Al-Insya' al-Tahririy
 Al-Balaghah wa al-Nushush al-Adabiyah
 Al-Tarjamah min al-Indunisiyah ila al-Arabiyah
 Al-Kitabah al-Akadimiyah
 No Subject Credit
 Ilm al-Dalalah (elective)
 Al-Arabiyah al-Mu'ashirah (elective)
 Al-Arabiyah Li al-Aghradl al-Khashah (elective)
 English for Academic Purposes (elective)

 Courses with international and intercultural aspects:
 World Religions
 Islam and Science
 Reading Texts
 Religious Minorities
 Qiraatul Kutub
 New Religious Movement
 Religion and Contemporary Issues
 Orientalism and Occidentalism
 Hermeneutics
 Shintoism
 Judaism
 Cultural Studies
 Buddhism
 Hinduism
 Confucianism
 Christianism
 Cross-religious and Cross-cultural Communication
 History of World Religions
 Spirituality and Mysticism of Religions (elective)
INTERNATIONALITY OF THE STUDENT BODY AND FACULTY

In principle, the study programmes currently have no or very few international students at this
time, but the University has made various efforts to increase the international outlook of the
programmes through active participation in various international activities. The programmes have
established a set of policies regarding inbound and outbound programmes. Students and lecturers
actively participate in international conferences, student exchange programmes, international
short courses, and internships abroad. According to UIN Suka, policies regarding the
internationalisation of study programmes have been established and implemented for several
years.
The following are some of the main internationalisation activities carried out:

1. Assigning lecturers in outbound staff programmes in various countries, such as Malaysia,
Singapore, and Thailand, for capacity building and networking.
2. Establishing cooperation with universities, associations, and international publishers. Those
collaborations are manifested in inbound student programmes, visiting lecturers, and outbound
programme staff. The outputs of such outbound programmes are for lecturers and staff, joint
research and publications, and capacity building (see for more information chapter 4.3).
3. At the University level, there is an annual SGS (Suka Global Scholarship) programme, which
includes scholarship opportunities for international students.
UIN Suka provides educational services to international students by opening international classes
(taught in English and Arabic) in Islamic Religious Education and Arabic Language Education
and also providing scholarships at the undergraduate, masters and doctoral levels.
Some of the teaching staff of the programme have international experience. For example, some
lecturers are graduates of universities abroad. They participate in international short courses in
foreign universities,50 give lectures in international conferences or at foreign universities, conduct
research and international publications and are reviewers in international journals. These
experiences then feed into the learning dimensions and content, providing students with global
insights and networks. In addition, lecturers take part in international community engagement
programmes, for example, in the Netherlands, India, Egypt, and Australia. Faculty members
received research funding from international institutions (World Bank, ausAID, USAID, the
Fulbright Programme).
FOREIGN LANGUAGE CONTENTS
which corresponds to the material content and certain related subjects. The implementation can be
seen in the learning modules delivered by the lecturers and the use of learning and teaching
materials. The teaching materials, which are used in both digital and conventional formats, contain
foreign language references to suit the needs of the material presented by the lecturers.
Table 8: Use of English and Arabic in the Study Programmes
Activities IRE ALE RS
TOEFL (English) and
TOAFL (Arabic) score 400 400 400
before taking the thesis
exam
Conducting lectures in International Class International Class
English and Arabic
Teaching material and
references in English
Assignments and final
assignments in English
50
Such as Eastern Michigan University (USA), Harvard University (USA), Utrecht University (Netherlands),
Leiden University (Netherlands), Flinders University South Australia (Australia), University of South
Australia (Australia), Western Sydney University (Australia), McGill University (Canada), Indiana University
(USA)

Free language training
(English)
Within the administration process, the students take a language placement test. Those who reach
a score of minimum 500 can participate in the international classes of Islamic Religious
Education and Arabic Language Education.
Furthermore, in Arabic Language Education students

 participate in the international Arabic language education student organisation, Ittihad at-
Thalabah al-Lughah al-Arabiyah (ITHLA), and become facilitators in ITHLA activities in Islamic
schools abroad;
 are grouped into small groups with a lecturer and a senior student to guide to discuss in Arabic
(Al-Biah al-Arabiyah programme).
Appraisal:
International contents are an integral part of the curriculum. Students are thus prepared for the
challenges in an international working environment. Through practical examples, students are
enabled to act in an intercultural environment.
The international composition of the student body corresponds to the programme concept that
focuses on the Indonesian job market. The initial measures taken to promote the international
outlook are goal-oriented. Still, the panel recommends that the study programmes should take
further measures to attract more international students.
The members of the faculty often have international experiences, for example, through
accomplishing a doctorate degree abroad or taking part in international conferences.
The proportion of foreign language courses in the international classes (of Islamic Religious
Education and Arabic Language Education) and required foreign language materials (English and
Arabic) in all study programmes correspond with the qualification objectives of the study
programmes.
During the assessment the panel learned that international classes are also planned for Religious
Studies. For now, however, the panel recommends to provide more opportunities for the students
to practice their English skills.

Meets quality
requirements
3.4.1* International contents and intercultural
X
aspects (Asterisk Criterion)
3.4.2 Internationality of the student body X
3.4.3 Internationality of faculty X
3.4.4 Foreign language contents X

3.5 Multidisciplinary competences and skills (Asterisk Criterion)

To have a moderate and inclusive attitude towards diversity is one of the intended learning
outcomes. For this reason, students must have skills such as understanding various diversity,
including individual differences and group differences. In educational psychology courses and
multiculturalism, as well as inclusive IRE Education student learn to deal with these individual and
group differences.
Students get an understanding of differences in religion views in the subjects of al-Qur'an hadith,
morals-sufism, history of Islamic culture (Islamic courses).
Diversity has the potential to create conflict. For this, students receive communication skills and
skills to resolve conflicts (courses in multiculturalism and religious moderation, soft skills
education, actual issues in education, and communication in education).
To ensure that graduates achieve multidisciplinary competences and skills, UIN Suka has the
Academic Directorate, one of whose duties is to issue a Certificate of Companion Diploma (Surat
Keterangan Pendamping Ijazah-SKPI). This transcript shows the activities carried out by each
student in organisations, scientific events and competitions.

To make students acquire the ability to communicate and speak in public, the study programme
provides al-Kalam (Speaking) and al-Kitabah wa al-Munadharah (Speech and Debate) courses in
the curriculum. Students gain learning strategies in group discussions, role play, and active debate.
As for leadership skills and conflict management at the workplace, the study programme provides
Education Management courses. In addition, students have the opportunity to be actively involved
in student organisation activities, both intra-campus and extra-campus. Students will also acquire
adequate contextual knowledge and skills when they carry out integrative Field Practice-
Community Service Program (PPL-KKN integrative) in the community.

Within the study programme, students participate in Leadership and Entrepreneurship courses.
Furthermore, they are required to do community service (KKN) which allows them to find the
relevance of the theories they learn to the communities they serve. Students obtain the following
skills: Teaching skills, analysing social problems, communication skills, and conflict resolution,
especially those related to religious issues.
Appraisal:
UIN Suka offers students various opportunities through courses and the community service to
acquire communication and public speaking skills as well as teamwork skills. As part of the
curricula and didactical measures, students gain extensive support in public speaking or conflict
management skills through group work and debate. The acquisition of further multidisciplinary
competences, such as leadership skills and broad contextual knowledge, is ensured. The interviews

with the group of students also indicated that they were satisfied with the provision of
multidisciplinary competences.

Meets quality
requirements
3.5* Multidisciplinary competences and skills

X
3.6 Skills for employment / Employability (Asterisk Criterion)

Acquired skills are in line with the profiles of the graduates as religious teachers in schools and as
edupreneurs. Skills supporting the profile as a religion teacher in schools include teaching skills,
classroom management skills, students' understanding skills, and communication skills in
addressing the diversity of students in the classroom. Other skills that support edupreneurs include
practical entrepreneurship skills through field practice and Community Service Programme
courses.
Furthermore, students gain data processing skills through quantitative and qualitative research
methodology courses as well as skills in using technology through big data literacy courses.
The study programme also organises workshops to develop skills, such as graphic and multimedia
design, assertive communication skills, IT Network Programming, educational laboratory
management training, management for Islamic Education Institutions.

To ensure graduates have the opportunity to work in their field of expertise, the ALE study
programme provides field practice-community service program (FP-CSP) courses. This course
consists of internships and community engagement in schools and madrasas.
In addition, to prepare students to navigate the job market in the era of the industrial revolution
4.0, the study programme also provides Graphic Design and Multimedia Editing courses, as well as
Arabic Language Learning Media Innovation. These two courses equip students with digital literacy
skills.

The study programme provides Leadership and Entrepreneurship courses to improve
communication skills and entrepreneurial skills. This course allows students to explore various
career options for an expert in religious studies. Furthermore, prior to graduation, students attend
a special programme where they are briefed on the current opportunities and challenges in the job
market.
Appraisal:
The promotion of employability for instance through the integration of theory and practice (see
also chapter 3.1) during the community service and through the promotion of multidisciplinary
competences and skills (see chapter 3.5) runs as a common thread of the study programmes.

Meets quality
requirements
3.6* Skills for employment / Employability

X

4. Academic environment and framework conditions
4.1 Faculty
In accordance with the guidelines for the national accreditation of Universities, lecturers consist
of three categories: Permanent lecturers, non-permanent lecturers, and extraordinary lecturers.
Permanent and non-permanent lecturers teach full time at UIN Suka. Extraordinary lecturers teach
part-time at UIN Suka. Lecturers of the study programmes have to carry out the Tridharma of Higher
Education, namely conducting education, research, and establishing community service
programmes.
Table 9: Permanent Lecturers of IRE, ALE and RS
Position IRE ALE RS
Professor 6 3 5
Doctor 16 6 5
Master 14 10 5
Total 36 19 15
ACADEMIC AND DIDACTICAL QUALIFICATION

Law No. 14 of 2005 concerning Teachers and Lecturers regulates: (1) Lecturers need a minimum
academic qualification of a master's degree and (2) pedagogic competences (teaching experience
of minimum two years, academic position of at least an expert assistant, and passing the lecturer
certification).
Ensuring the quality of academic programme implementation, the University monitors and
evaluates the performance of lecturers by compiling work plans with the mechanism of Employee
Performance Targets (SKP) and Lecturer Performance Load Plans (RBKD) and also evaluating
employee performance through Employee Performance Achievements (CKP), Reports Lecturer
Performance Expenses (LBKD), as well as Remuneration Performance Unit (SKR).
To ensure the readiness and quality of lecturers in delivering lectures, each lecturer must have four
competencies, namely professional, pedagogical, social and interpersonal competencies. The
Center for Teaching Staff Development (CTSD) at the University level, conducts a two-day intensive
training for new lecturers. The training participants are given an explanation regarding the
curriculum map adopted by UIN Sunan Kalijaga to meet the profile of graduates from each study
programme. The participants are also introduced to Student Active Learning as a learning method
that has been implemented, in which the students are the main actors while the lecturers act as
facilitators. Furthermore, the participants are also guided in making correct, rational,
comprehensive Semester Learning Plans corresponding to learning outcomes targeted at certain
subjects that will be taught to students. Participants who are declared to have passed this training
will be given a certificate that is also a requirement for new lecturers to apply for an available
promotion from Teaching Staff to Instructor.

In addition, UIN Sunan Kalijaga encourages faculty to actively engage in a variety of professional
workshops, meetings, and conferences worldwide, which could benefit them in their teaching and
research capabilities.
PRACTICAL BUSINESS EXPERIENCE

The lecturers of the study programme have different practical experiences. Most of lecturers
practice experience is related to seminars, workshops, training, and educational institutions. A
number of IRE lecturers are consultants in the area of education and parenting, curriculum
development or marriage procession.

Lecturers have practical experiences as
 consultants or experts in institutions and industries,
 editors or peer review partners in accredited national journals and international journals,
 resource persons in workshops at universities and institutions,
 keynote speakers (plenary speakers or invited speakers) in conferences and seminars, and
 guest lecturers (visiting scholar/professor) at universities in Indonesia and abroad.
In addition, many lecturers have positions in religious organisations/institutions, such as
Muhammadiyah, Nahdlatul Ulama, Ministry of Religion, Formal and Non-Formal Education
Foundations.

Almost all the lecturers of the study programme hold positions in regular religious preaching sets
in their respective communities or neighborhoods. This aspect is also formally required by the
University and PTKI systems at the national level.
Furthermore, many lecturers have positions in religious organisations/institutions, such as
Muhammadiyah, Nahdlatul Ulama, or MUI (Indonesian Ulema Council). Activities in these
organisations/institutions are closely related to understanding the Qur'an in the current
Indonesian context and conveying its message to the public. Lecturers are also Hajj instructors
(KBIH, Hajj Guidance Group), Interreligious Dialogue Forum (FKUB, Religious Communication
Forum), and Rukyatul Hilal Indonesia.
INTERNAL COOPERATION

As regulated in Law no. 12 of 2012 concerning Higher Education, all programmes must refer to the
Tri Dharma of Higher Education: Teaching, research, and community service. This also applies for
the internal cooperation within the study programmes.

Table 10: Internal Cooperation
Education and Teaching Cooperation: At least two lecturers (e.g. senior and junior lecturers)
carry out team teaching.
Research Collaboration: Lecturers conduct joint research to integrate and interconnect sciences
as the integrative-interconnective model (integration and development of Islamic and scientific
studies) developed at UIN Suka.
Community Service Cooperation: In accordance with the dharma of community service, providing
education and teaching the community as well as cooperating with various parties is a form of
community service. The aim is the contribution to provide solutions to various community
problems. Permanent lecturers (together with other lecturers) as well as lecturers with students
carry out the collaboration.
The teachers of the international classes of Islamic Religious Education and Arabic Language
Education do team teaching with the lecturers of the same courses taught in Bahasa. During the
on-site visit, the panel learned that the lecturers develop i.a. the study plan, materials and
literature for the courses together.
STUDENT SUPPORT

The programmes facilitates the student guidance process by assigning Academic Supervisors. Each
student has an Academic Advisor who can be a consultant for students to consult on academic
matters, such as consulting on course selection through the Academic Information System, Field
Work Practice consultation, Final Project Title Consultation. Academic advising instructors may
also monitor student performance on a regular basis per semester. Hence, Academic Advisors can
call and motivate students recorded in the system experiencing a decrease in their Grade Point
Average. The guidance process usually begins with class meetings attended by all students who are
mentored. In addition, academic supervisors provide time outside of working hours using personal
communication media (WhatsApp, SMS, and telephone). Each lecturer sets the general policy of the
guidance process outside of working hours flexibly.
The amount of funds allocated to students to support their academic and non-academic activities
is Rp. 20,000,000 (twenty million) per student per semester.

Table 11: Student support by the faculty
The faculty conducts regular monitoring and evaluation of every activity held at the beginning and
end of the semester in lecture preparation activities and post-lecture evaluation of courses.
Through the UIN Academic Information System (Sistem Informasi Akademik-SIA), the Faculty can
monitor student activities.
The faculty actively encourages and supports students to participate in various types and levels of
competition. In addition, international activities are also available and supported, such as
outbound, student exchange, and academic visiting. Students can also join student organisations.
Appraisal:
-time staff in general shows the availability of the required

capacity to implement the programmes. According to the CVs, the academic ability of the teaching
staff is in line with the requirements of the programmes for teaching. The teaching staff of all
programmes consists of an adequate number of full-time employees, guarantying that both the
academic standards and the requirements of professional practice are fully satisfied.
The academic qualification of the faculty corresponds to the requirements and objectives of the
study programmes. Furthermore, the pedagogical and didactical qualification of the faculty
correspond to the requirements and objectives of the study programmes. The Centre for Teaching
Staff Development (CTSD) conducts didactical trainings for teachers at the University level. During
the interviews, the faculty staff confirmed that measures for further qualification of the faculty
members such as trainings for didactical methods take place.
The practical business experience of the faculty corresponds to the requirement of the programme
to integrate theory and practice. Teachers are active as, for example, consultants or have positions
in religious organisations/institutions.
Internal collaboration and coordination is ensured by the faculty and can be seen in the teaching
cooperation (for international classes). From the panel's point of view, the student support by the
faculty is noteworthy. As affirmed by students during the site visit, the counselling of students by
teaching staff is fully satisfying. Student support is an integral part of the services provided by the
faculty.

Meets quality
requirements
4.1 Faculty
4.1.1* Structure and quantity of faculty in
relation to curricular requirements X
4.1.2* Academic qualification of faculty (Asterisk
X
Criterion)
4.1.3* Pedagogical / didactical qualification of
X
faculty (Asterisk Criterion)
4.1.4 Practical business experience of faculty X
4.1.5* Internal cooperation (Asterisk Criterion) X
4.1.6* Student support by the faculty (Asterisk
X
Criterion)
4.1.7(*) Student support in distance learning (only
relevant and an Asterisk Criterion for
X
blended-learning/distance learning
programmes)
4.2 Programme management

A Head of Study Programme reports to the Dean and is responsible for the study programmes. One
study programme involves a Head of the Programme, Secretary, and lecturers of the study
programme.51 In addition, the Chair and Secretary of the study programme also have the duties and
authority to:
 carry out lecture scheduling for all lecturers in the study programme;
 select lecturers for the courses offered each semester;
 carry out academic monitoring and evaluation related to the implementation of the lecture;
 coordinate with lecturers regarding curriculum implementation, making lesson
plans;availability of teaching materials, and learning evaluation processes;
 coordinate with the Head of the Laboratory to carry out practicum activities to support the
;
 coordinate the implementation of fieldwork practice activities;
 coordinate community service activities by study programme lecturers;
 organise supporting activities for other study programmes.
51
The explanation regarding the study programmes is based on the Ministry of Religion of the Republic of
Indonesia Regulation Number 46 of 2017 (Second Amendment to PMA Number 26 of 2013) concerning the
Organisation and Work Procedure of UIN Sunan Kalijaga Yogyakarta.

Table 12: Overview duties and authorities
Administrative services at the Faculty level are carried out under the auspices of a Head of
Administration (Head of TU):
1. Head of the academic sub-section: Academic affairs at the faculty (six staff members).
2. Head of the general sub-section: Matters related to general matters such as facilities and
infrastructure (six staff members).
3. Head of the finance sub-section: Financial affairs of the faculty (eight staff members).
administrative mechanism. In IRE, ALE and RS two staff members per study programme assist in
the administration service. They provide academic administration services for students, lecturers,
and for the study programme itself. Academic services for lecturers are, for example: Preparing
lecture journals, inputting lecture journals into the system, distributing teaching schedules to
lecturers, preparing for the final exam procession (thesis) ranging from proposal seminars to thesis
munaqosyah exams. Services for study programmes are, for example: Designing lecture schedules,
preparing data needed by study programs for the preparation of the study programme Performance
Index.
Information systems, websites, and social media, such as Instagram, Facebook, and YouTube, also
support academic study programmes. The University provides opportunities for increasing
professional competence to all administrative staff to provide excellent service to lecturers and
students. For example, administrative staff can attend English or capacity building courses,
participate in government training, and there is a scholarship for staff to pursue a Master's or
doctoral degree.
During the on-site visit, the panel learned that the staff members have opportunities for
professional development, such as participating in
 IT trainings,
 language classes,
 training for research skills and tools (like Zotero or Moneley) (e.g. for librarians), and
 library conferences (e.g. November 2022 in Thailand).

To support the teaching and learning process, the study programmes have been equipped with
policies, such as: (1) 2014 Statutes, (2) University Academic Guidelines, (3) Faculty Academic
Guidelines, (5) Learning Procedures, (5) Student Rules, (6). Code of Ethics and Code of Ethics for
Lecturers.
Appraisal:
In the discus
the study programmes are very well organised and that the overall programme organisation ensures
effective and efficient management.
Faculty members and students are supported by the administration in organising the programme.
There is sufficient administrative staff available. The HEI offers the administrative staff
opportunities for continuous professional development, such as IT trainings, language classes or
training for research skills and tools.
Meets quality
requirements

4.2.1* Programme Director (Asterisk Criterion) X
4.2.2 Process organisation and administrative
X
support for students and faculty
4.3 Cooperation and partnerships
COOPERATION WITH HEIs AND OTHER ACADEMIC INSTITUTIONS OR NETWORKS

Cooperation cover the fields of
 education (student exchange and academic visits at national and international universities,
training resource persons, workshops, and resource persons in seminars. At the local level, the
collaboration includes further studies, and Integrative PLP-KKN (Introduction of Education
Field-Community Service Program);
 research, and
 community service.
MOU are signed between the parties.

Student exchange and academic visits at national and international universities in Indonesia for
example: Universitas Gadjah Mada, Yogyakarta State University, University of Indonesia,
Indonesian Education University-Bandung-West Java; Kediri State Islamic Institute-East Java;
Salatiga State Islamic Institute-Central Java; Yogyakarta Muhammadiyah University, Semarang
State University, Central Java.
Cooperations with foreign universities, for example in Thailand and Malaysia.

IRE collaborates with the local government of Tasikmalaya and schools in Yogyakarta for PPL and
PLP practices: IN North Sumatra, IAINU Kebumen, IAIN Sultan Amai Gorontalo, Illinois University-
USA, Alive International, The Asia Foundation, Schools Indonesia Singapore, University Putra
Malaysia (UPM) Selangor, National University Malaysia (UKM), International Islamic School, IIUM
Malaysia, Aligarh Muslim University, and Abdullah School AMU, Jaipur.52

Research is carried out at the national and international levels: Publishing at Nagoya University
and Tokyo University in Japan, International Seminars, International Journals, Study Programme
Benchmarking, Community Development, and International Collaborative Research.
The study programme established cooperation for community service at the international, national
and local levels. Among them are collaborations with The Asia Foundation, educational institutions
for PPL service and practice such as MGMP Arabic for MTs Yogyakarta, Arabic MGMP for MA
Yogyakarta, UIN Raden Intan Lampung, UIN Purwokerto, IAIN Curup, and IAIN Surakarta.
International collaborations include student exchange programmes, international seminars, PLP-

KKN abroad, Asia Foundation international workshops, community service academic development
programmes in Thailand and Malaysia. Meanwhile, cooperation in the national scope includes
community service activities and academic development, KKNI workshops, Training and Seminars
on Value Based Education.

Religious Studies Department collaborates with several institutions: Center for Religious and Cross
Cultural Studies UGM Yogyakarta, Pontianak State Islamic Institute, Government of Sleman
Regency, Palangkaraya State Christian Institute, Indonesian Embassy in Cambodia, Indonesian
Embassy in Lebanon, Payab University, International Islamic University of Malaysia.53
During the on-site visit, the panel learned that RS is doing joint research with universities at the
national and international level.
COOPERATION WITH BUSINESS ENTERPRISES AND OTHER ORGANISATIONS

The study programme collaborates with educational institutions: Elementary schools, middle
schools, high schools, and universities. IRE provided curriculum training to universities such as the
Kediri State Islamic Institute (IAIN) (Indonesia), Salatiga IAIN (Indonesia), and Yogyakarta
Muhammadiyah University (Indonesia). Workshops on learning methods and strategies at
Semarang State University (Indonesia), Muhammadiyah Tiga School (Indonesia), Muhammadiyah
Seven School (Indonesia), and Madrasah Aliyah Negeri Sleman City (Indonesia).
The cooperation include workshops on learning methods in the Independent Learning Curriculum-
Independence Campus, workshops for early childhood education, Islamic Family Parenting
52
http://kerjasama.uin-suka.ac.id (last access on January 23, 2023)
53
https://kerjasama.uin-suka.ac.id/ (last access on January 23, 2023)

Training, Sex Education Workshops for Adolescents, and Trainer Services in the Religion Teacher
Professional Programme in Schools. MOU are signed between the parties.

The study programme collaborates with partner institutions such as the Ministry of Religion, the
World Arabic Language Council, UTHN Malaysia, Arlic, and The Asia Foundation. MOU are signed
between the parties.

There are partner institutions such as FKUB, Ministry of Religion, Tourism Officials, MUI, MATAKIN,
PGI, WALUBI, KWI, INTERFIDE, ASAI, and Srikandi Cross Faith. This is an effort of dedication and
self-development for students of RS with the community. MOU are signed between the parties.
Appraisal:
The scope and nature of cooperation with HEI, other academic institutions and networks as well as
business enterprises and other institutions relevant for the programmes are plausibly presented.
The agreements forming the basis of the cooperation are documented (MOUs). The cooperation is
actively pursued through national and international cooperation and has an impact on the
conception and implementation of the study programmes. The activities in education, research and
community service contribute to the develo

Meets quality
requirements

4.3.1(*) Cooperation with HEIs and other academic
institutions or networks (Asterisk Criterion X
for cooperation programmes)
4.3.2(*) Cooperation with business enterprises and
other organisations (Asterisk Criterion for
X
educational and vocational programmes,
franchise programmes)
4.4 Facilities and equipment

The standard of facilities and infrastructure to support the learning process has been regulated in
the Regulation of the Minister of Research, Technology and Higher Education number 44 of 2015
article 31, including: furniture, educational equipment, educational media, electronic books-
repository, technology and information facilities, instrumentation experiments, sports facilities,
art facilities, public facilities, consumables, maintenance-safety-security facilities.
The available academic support facilities are equipped with air conditioning in each room, LCD,
glass blackboard, table and chairs, and Wi-Fi.

The facilities include
 classrooms with IT-based learning media (ten per programme),
 micro teaching room,
 libraries with reading rooms,
 laboratories,
 sports venues,
 Campus Service Centre,
 Language and Culture Centre,
 University Club House,
 University Press,
 Play Group,
 Guest House,
 Training Centre,
 spaces for the arts,
 student activity unit rooms,
 prayer rooms,
 Computer Centre,
 consultant rooms,
 college leadership rooms,
 lecturer rooms,
 Research Centres,
 health building (health poly),
 Theatrical Classes,
 Student Centres,
 Multipurpose Buildings, and
 administrative rooms.
In addition, facilities and infrastructure for students with special needs include labeling in braille
and information in the form of sound, ramps for wheelchair users, guiding blocks on roads or
corridors in the campus environment, campus maps/plans or buildings in the form of
maps/embossed plans, toilets or bathrooms for wheelchair users.
Synchronous online teaching is carried out through applications such as Zoom Meeting, Google
Meet, Webex, Microsoft Team, and Skype. Asynchronous online learning is done through e-learning
at UIN Suka, Google Classroom, Kahoot, Quizizz, Youtube, Google Drive, and other learning
applications.
The students learning progress is also supported by computer platforms, attendance machine
platforms, integrated laboratory equipment, integrated information system equipment, polyclinic
equipment, multimedia centre equipment, psychology laboratories, language laboratories, and a
library service system with the Electric Library Information Management System (ELIMS), with the
RFID (Radio Frequency Identify) coding system.

ACCESS TO LITERATURE
The UPT Library of UIN Sunan Kalijaga implements an automation system in their circulation, fines,
member card checking, and statistics using a Local area Network (LAN) equipped with an Online
Public Access Catalog (OPAC). The main library is a four-floor building located east of the campus
and is accessible online54.The service hour of the library starts at 8 a.m. and ends at 7 p.m..
Other services are also provided, including computer training, information desk services,
photocopying services, references, final papers, theses, dissertations, serial clippings, and services
on selected papers/articles downloaded from the internet. To carry out this task, the library is
supported by 45 personnel, consisting of the Head of the library, two coordinators, eight sub
coordinators, and 34 staff. The books are coded and fully managed through a database and search
system so that students can easily find the book they want.
Students can access literature owned by the UIN Sunan Kalijaga library through a digital service
system by accessing the site http://digilib.uin-suka.ac.id. Students get access to journals and
databases such as the Cambridge University Press, Taylor&Francis, EBSCO, Library Oxford, jstore,
Emerald, Sage, or ISJD (Indonesian Scientific Journal Database).55 In addition to textbooks and
journals, students can also access published final assignments.56
The UIN Suka library provides special digital content for students with disabilities under the name
'Books for the Blind'. Students with disabilities can access books in the library directly or online.
Appraisal:
In the opinion of the panel, the number and size of the classrooms as well as the equipment of all
learning facilities correspond to the described needs of the study programmes. The teaching rooms
and laboratories are equipped with state-of-the-art technology. The panel noted very positively that
all classrooms used are equipped with cameras and whiteboards. The panel also favoured the
podcast room, which is also available to students outside of their studies. Access to the internet
via wireless LAN is free of charge and disabled students have barrier-free access to the teaching
rooms.
Access to literature and journals as well as to digital media (e.g. electronic media, databases) is
ensured by UIN Suka. The students confirmed during the interview that the literature required for
the study programmes is available in the library and that the access to the literature and journals
as well as to digital media is ensured, for instance by using online library resources. The students
also confirmed during the interview that the literature required for the study programmes can be
accessed online and is sufficient for their needs. Furthermore, the UIN Suka library provides special
digital content for students with disabilities under the name 'Books for the Blind'.
54
http://lib.uin-suka.ac.id/ (last access on January 24, 2023)
55
https://lib.uin-suka.ac.id/database-e-journal/ (last access on January 24, 2023)
56
The total collections include 157.022 books, 3.832 final assignments, and 12.206 references, and 26 e-
journal sites.

Meets quality
requirements

4.4.1* Quantity, quality, media and IT equipment
of teaching and group rooms (Asterisk X
Criterion)
4.4.2* Access to literature (Asterisk Criterion) X
4.4 Additional services
At the University level, UIN Sunan Kalijaga has formed the Centre for Entrepreneurship and Career
Development (CENDI). CENDI has three divisions: job fairs, career counselling, and tracer studies.
The job fair is held once a year for all students of UIN Sunan Kalijaga and outside UIN Sunan
Kalijaga. A number of institutions and companies, both government and private institutions, are
invited to this event to promote their companies/institutions.
For Career Preparation, CENDI has carried out several activities to ensure that its students get
placement in the job market. The activities are carried out regularly and are the following:
1. Career counselling: Two psychologists offer career counselling services for students twice a
week. Students can apply online for the career consultation. In addition, there are also
workshops related to careers.
2. Career Preparation: career preparations are carried out three days before students graduate.
The purpose of this activity is to introduce students to the technical aspects of job search, such
as improving Curriculum Vitae, Cover Letters, and preparation for Interviews and Assessment
Tests.
3. Provision of Alumni Candidates: The faculty and CENDI (Center for Entrepreneurship and Career
Development) organise the debriefing of prospective alumni. Prospective graduates are
prepared to assert themselves in the community and gain insights into the world of work,
whether as employees in the public and private sectors or as entrepreneurs.
4. Volunteer or Agent of Change Deployment Programme: Students are allowed to have a practical
experience through their willingness to become a volunteer team assigned to help the faculty
carry out community service activities, for example, by fostering micro and small enterprises
under the control of the Business Incubation Center in collaboration with the Sharia Pegadaian.
Career counselling guidance services are facilitated through the website, which provides the latest
information regarding job vacancies.57 During the on-site visit, the panel learned that information
about events und open positions in companies are also provided on Instagram.
Guidance services are carried out in the form of academic guidance, task guidance, and guidance
related to lecture issues (also for students with special needs).
57
https://tarbiyah.uin-suka.ac.id/id/page/prodi/1300-Informasi-.Lowongan (last access on January 23,
2023)

ALUMNI ACTIVITIES
To strengthen the role of alumni, various activities are being carried out: Improving the updating
of the alumni tracer survey data, tracer system with ITC/software and formation of
associations/alumni. The alumni organisation seek to advance study programmes both academic
and non-academic. Activities in the form of donations of funds, donations of facilities, study
programme development activities such as curriculum development, network development and
provision of facilities. Alumni also participate in the academic development of the departments:
1. Some alumni become guest lecturers.
2. Alumni provide input on improving the competence of graduates, including filling out
tracer study questionnaires and alumni gathering activities.
3. Alumni provide information about job vacancies.
4. Some alumni become partners in student activities such as PLP-KKN activities.
Appraisal:
Through the University's own Career Service Centre, career counselling and placement services are
offered on an individual basis and are offered weekly. In addition, job fairs are organised on a
regular basis to help students find their way into the labour market. During the on-site visit, the
panel was able to visit the Center for Entrepreneurship and Career Development (CENDI) and was
ose.
In addition, an alumni organisation has been set up with the aim of developing an alumni network.
The panel would like to note positively that the alumni surveys conducted annually are not only
freely accessible to everyone, but are also published and collected in the form of a book and can be
freely viewed.

Meets quality
requirements

4.5.1 Career counselling and placement service X
4.5.2 Alumni Activities X
4.6 Financing of the study programme (Asterisk Criterion)
UIN Sunan Kalijaga is a governmental work unit, so that the state guarantees its sustainability.
According to the Ministry of Finance Regulation, UIN Sunan Kalijaga is included in the category of
work units that implement the Financial Management of Public Service Agencies (PK-BLU). Based
on article 14 of Governmental Regulation number 23 of 2005, the sources of funds are divided into
three, namely:
1. Government funds sourced from the governmental State Budget (APBN).

2. The funds generated by UIN SUKA from educational services, and work contracts with the
community and other institutions (student tuition fees, asset rentals, and businesses
owned by UIN SUKA, which the business development center manages).
3. Scholarship funds58.
4. Funds sourced from the community in the form of grants obtained from the community or
other bodies (CSR, Waqf, Foundation, Alghazali).
The management and use of funds follows the following scheme:

a. The University through the Faculty announces that each study programme prepares a
Ministry/Agency Budget Work Plan (RKAK/L).
b. The study programme identifies the needs by referring to the Tri Dharma of Higher Education
and pour the identification results into the study programme's RKAKL.
c. The University through the Faculty analyses and approves the RKAKL.
d. The study programme uses approved funds by carrying out study programme activities and
e. the study programme reports the use of funds to the University through the Faculty.
Appraisal:
UIN Suka is financed by the state. The programmes are additionally financed by tuition fees, which
cover the running costs. Within the limits of a review process and with regard to financial stability
of the University in recent years, the panel concludes that financial stability is ensured for each
current programme cycle and the entire accreditation period.

Meets quality
requirements
4.6* Financing of the study programme

X
58
from SUKA Endowment, UPZ FEBI, Bidikmisi Scholarship, DIKPORA Scholarship, Bank Indonesia
Scholarship, PLN Laziz Scholarship, Religious Study Program Scholarship, Tahfidz Qur'an Scholarship, Bank
Negara Indonesia, Achievement and academic scholarships, Regional Development Bank Scholarships, PT.
Djarum, Bank Syariah Mandiri Scholarship, UIN Sunan Kalijaga Yogyakarta, including the destination
universities for scholarship recipients from the Indonesian Endowment Fund for Education (LPDP) for master
and doctoral programmes

5. Quality assurance and documentation
UIN Sunan Kalijaga has a quality assurance system that extends from the University to the faculties
to the degree programmes through the internal quality assurance system regulated by the Statutes
of the UIN Sunan Kalijaga (Articles 72-74 of 2014) and implemented by the Quality Assurance
Agency (LPM), which contains provisions for general, academic and non-academic supervision. LPM
is a t
academic quality (statute articles 200-203).The working mechanism of quality assurance in all
study programs uses a work mechanism based on ISO 9001:2015.
The parties running the Quality Assurance system are university leaders, faculties/graduate
programmes, study programmes and related units. The persons in charge at the UIN Sunan Kalijaga
level is the senate, the Chancellor, the Vice Chancellor, the Dean/Director of the Postgraduate
Program, Professors and Lecturers representing the faculties. The Quality Assurance Institute is an
agency appointed by the decision of the Chancellor who has the task and responsibility of
formulating the university's quality policy. At the Faculty level, quality policy is carried out by the
Faculty Senate, Faculty leaders, Faculty Quality System Controllers (PSMF) and Study Programme
quality system controllers. The Quality Assurance Agency has auditors and assessors who carry out
the process of monitoring, evaluating and auditing. Current LPM Organisational Structure (2020-
2024) consists of the chairman, secretary, and four Centers, namely the Head of the Center for
Academic Quality Standards Development, the Head of the Audit and Quality Control Center, the
Head of the Accreditation and Certification Center, and the Head of the Center for Information
Analysis, International Publications and Ratings.
The programmes apply 29 quality standards in the management of the study programmes, which
are equipped with main and additional performance indicators. The quality standards are
transformed into quality objectives, which elaborate in detail the main and additional objectives
of the performance indicators.
The quality standards consist of three groups of standard, namely the Education Quality Standards,
Research Quality Standards, and the Community Service Quality Standards. Each quality standard
is further subdivided into eight standards.59
59
1. Education Quality Standards, consisting of: Graduate Competency Standards, Learning Content
Standards, Learning Process Standards, Learning Assessment Standards, Lecturers and Education
Personnel Standards, Learning Facilities and Infrastructure Standards, Learning Management Standards,
Learning Financing Standards;
2. Research Quality Standards, consisting of: Research Results Standards, Research Content Standards,
Research Process Standards, Research Assessment Standards, Research Standards, Research Facilities and
Infrastructure Standards, Research Management Standards, Research Financing Standards;
3. Community Service Quality Standards, consisting of Service Result Standards, Service Content
Standards, Service Process Standards, Service Assessment Standards, Service Implementation Standards,
Service Facilities and Infrastructure Standards, Service Management Standards, Service Financing
Standards;
4. Additional Quality Standards consist of: Standard Vision, Mission, Goals and Targets, Governance
Standards, Governance and Cooperation, Student Standards, Financial Standards, Facilities and
Infrastructure.

UIN Sunan Kalijaga implemented the Quality Assurance Mechanism through:
1. Setting (Plan): This is an activity to prepare standards of UIN Sunan Kalijaga, namely
standard-setting activities consisting of quality standards of UIN Sunan Kalijaga;
2. Implementation (Do): There are standard fulfilment activities consisting of quality standard
of UIN Sunan Kalijaga;
3. Evaluation (Check): Implementation of UIN Sunan Kalijaga Standards, namely comparison of
activities between the outputs of activities to meet UIN Sunan Kalijaga Standards with UIN
Sunan Kalijaga Standards that consist of SN UIN Sunan Kalijaga and UIN Sunan Kalijaga
Standards set by universities. These activities include auditing, monitoring, evaluation and
survey.
4. Corrective Action (Act): This activity is corrective action as an analysis of the causes of the
UIN Sunan Kalijaga Standards consisting of the SN UIN Sunan Kalijaga and UIN Sunan Kalijaga
Standards Determined by Tertiary Education Institutions that were not achieved for corrective
action; and
5. Improvement (P): UIN Sunan Kalijaga Standards, namely activities to improve the UIN Sunan
Kalijaga Standards so that they are more elevated than the predetermined UIN Sunan Kalijaga
Standards.
The working mechanism includes monitoring and evaluation of all standards each semester,
internal quality audits, follow-up audits and submission to management review meetings. In
addition, there is annual surveillance by the TUV Rheinland (Germany) certification body. In the
context of improvement as part of the requirements for "ACT" in ISO 9001: 2015.
The quality assurance agency documents the entire work process in a dashboard application
system.60
EVALUATION BY STUDENTS
Overall, student assessment is carried out using the written rules and procedures contained in the
survey assessment guidelines; the results are communicated to the students and translated into a
follow-up plan by the programmes. In addition, evaluation results are used to measure the
achievement of the leading performance indicators for the student quality standards and are
published. All survey indicators are carried out, reviewed, and evaluated periodically to control the
implementation of this survey. This survey guide has been reviewed and adapted to the
requirements of national and international accreditation and documented in the quality assurance
information system of UIN Sunan Kalijaga.
Students' evaluations are carried out in two evaluations, namely evaluating lecturers' performance
and evaluating the study programme's implementation. The preparation and review process for the
evaluation survey guidelines various involved parties, with the core team consisting of the LPM
Leader and the Instrument Team. This instrument team involved lecturers from the Psychology
study Programme, Faculty of Social Sciences and Humanities, UIN Sunan Kalijaga Yogyakarta. In
addition, the study programmes are involved in validating the instrument. In terms of evaluating
60
https://lpm.uin-suka.ac.id/ (last access on January 10, 2023)

the implementation of study programmes, students evaluate human resources, finance, facilities
and infrastructure, education, research, community service, and external instruments and
achievements of the tri dharma. Evaluation for the implementation of the study programme is
carried out through a service satisfaction survey for Lecturers, Education Personnel, and Students.
Student satisfaction surveys are conducted regularly according to the following scheme: A survey
of students at the end of each semester and the conduct of learning evaluations. Students complete
online surveys before the end of the lecture and at the beginning of the next semester. Furthermore,
the quality controller of the study programme processes the survey data from the student into a
report. The faculty's quality controller coordinates all reports to be submitted to the faculty and the
Head of the study programmes. The survey results are evaluated and responded to by the Head of
the study programmes. Furthermore, the Quality Assurance Agency, together with the study
programme quality controller, monitors the follow-up by the study programme. All evidence of
survey guidelines, study programme survey reports, minutes of meetings, and follow-up plans by
study programmes can be accessed on the website. Therefore, students and stakeholders can
access all evaluation results on the website.61
EVALUATION BY FACULTY
The level of lecturer satisfaction with the services of UIN Sunan Kalijaga includes the following
aspects:
1. Governance, and Cooperation;
2. Human Resources;
3. Finance, Facilities, and Infrastructure;
4. Education;
5. Research;
6. Community service.
The ICM score is calculated using the weighted average score of the individual service elements.
Overall, lecturers and education staff evaluations use the written rules and procedures contained
in the survey evaluation guidelines.62 The results are communicated to lecturers and education staff
and are used as follow-up materials by the study programme. In addition, evaluation results are
used and published to measure the achievement of key performance indicators and the additional
implementation of academic quality standards.
Similar to the evaluation of study programme performance by students, UIN Sunan Kalijaga,
through the Quality Assurance Agency, issued regulations related to evaluating study programmes
conducted by lecturers and education staff in the form of survey guidelines. Lecturers carry out
performance evaluations and teaching staff in relation to the implementation of quality standards
in study programmes, especially in relation to standards in training and programme management.
In terms of evaluating the implementation of the study programmes, lecturers and education staff
61
IRE: https://pai.uin-suka.ac.id, ALE: https://pba.uin-suka.ac.id/, RS: https://saa.uin-suka.ac.id, Quality
Assurance Institute: https://lpm.uin-suka.ac.id/id (last access on January 10, 2023)
62
The measurement of the satisfaction index of the academic community refers to the Guidelines for
Preparation of the Community Satisfaction Index (IKM) Ministry of PAN Regulation No. 25 of 2004.

evaluate human resources, finance, facilities and infrastructure, education, research, community
service, and the outcomes and achievements of the tri dharma.
Satisfaction surveys for lecturers and education staff are carried out regularly with the following
survey schedule: Lecturers twice a year as a login requirement for evaluating lecturer performance
load (BKD). For educational staff, twice a year as a requirement for Wi-Fi login.
Lecturers fill out online surveys through the website provided by UIN Sunan Kalijaga. Furthermore,
the study programme's quality controller processes survey data into reports. The faculty's quality
controller coordinates all reports to be submitted to the faculty and Head of the study programme.
The result of the survey are evaluated and responded to by the Head of the study programme in
management review meetings. In addition, the Quality Assurance Agency, together with the study
-up by the study programme. All evidence of
survey guidelines, study programme survey reports, minutes of meetings, and follow-up plans by
study programmes can be accessed on the website. All evaluation results can be accessed by
lecturers, education staff, students, and stakeholders.
EXTERNAL EVALUATION
User satisfaction is assessed through surveys and questionnaires filled out by alumni, graduate
users and collaboration partners in a google form.
a. Aspects used to assess user satisfaction include ethics, expertise in science (primary
competence), foreign language skills, information technology, communication skills,
cooperation, and self-development. The mechanism for implementing the user satisfaction
survey starts with the person in charge of the survey who is in charge of contacting the alumni
personally, then sending a google form via email, which the alumni will deliver to the superiors
where they work. Next, the supervisor himself will fill out the user satisfaction form and submit
it directly to the linked google form page. Thus, automatically, the user satisfaction survey
results have been recorded in the google form results, and the results can be immediately
known. Data analysis of user satisfaction survey results is carried out by identifying each
aspect of all data entered. The subsequent analysis is to calculate the user satisfaction score.
b. The availability of valid evidence regarding measuring graduate user satisfaction which is
carried out consistently can be seen on the google form, which continuously updates the
number of users who have filled out user satisfaction forms. This evidence can be accessed by
interested parties to see the satisfaction of graduate users, especially those related to the
assessment aspect. In the user satisfaction survey form, a follow-up column is also provided
to be filled in by the user to provide input to improve aspects of graduates that are considered
unfavourable.
PROGRAMME DESCRIPTION
All study programmes have documented and published the contents of the study programme,
curriculum, and exam scheme, including lesson plans for each semester and exam regulations.
Information on the study programme is also explained in detail. The information system is updated

and accessible to all stakeholders in order to comply with the principles of transparency in the
management of the study programmes.
UIN Sunan Kalijaga provides information system services for all academic, research, and
community services of all study programmes. There are at least three central information systems
used by the study programmes:
First, information about the

website contains the following:
Profile of study programmes
 Brief history, vision, and mission, graduate profiles,
 organisational structure,
 accreditation, and
 brief profiles of lecturers.
Academic information
 Academic guidelines,
 curriculum,
 academic calendar,
 class schedules, and
 list of permanent lecturers of the study programme.
Student matters
 Achievements,
 Scholarships, and
 alumni statistics.
Similarly, there is a link between cooperation and activities conducted by study programmes.
Second, the academic information system of UIN Sunan Kalijaga. This academic information system
provides information on management, curriculum, and exam schemes that can be accessed by study
programmes, lecturers, and students.63
Third, the quality assurance system at lpm.uin-suka.ac.id. Its services include the study
programme's accreditation information systems, online monitoring and evaluation applications,
online audit applications, and accreditation information systems. Data filled in by the study
programmes are evidence for the implementation of the quality assurance cycle. This system also
63
This includes Semester Study Plans and exam schemes. New Student Data Recap System, Student Profile
Data, Registration System (Intranet), Registration File Check System (Intranet),
Payment/Withdrawal/Renewal/Deletion System (Intranet), Student Identity Card Printing System, Alumni
Card Printing System, Personal Data System Students, Academic Information System (SIA), Lecture
Attendance System, Practical Lecture System, community service (KKN), Final Project/Munaqosyah System,
Lecturer Performance Index System, Lecturer Performance System, Lecturer Workload Plan System,
Lecturer Performance Load System , Scholarships and Activities System, Scholarship & Activities Judiciary
System, Library User Education System, ICT Training and Certification System, Language Training and
Certification System, Practicum Management System, Laboratory Management System, Graduation System,
Graduation Judiciary System, Alumni/Tracer Study System/ Legalization, Research System, Community
Service System.

provides survey applications for lecturers, students, alumni, graduate users, and cooperation
partners. In addition, internal quality audit application services, monitoring, and evaluation are
available. For student services, a certificate of programme accreditation is also available in this
service.
INFORMATION ON ACTIVITIES DURING THE ACADEMIC YEAR
UIN Sunan Kalijaga regularly publishes the latest news and information regarding the study
programmes, both quantitatively and qualitatively. Press relations and network communications
are actively established. Activities of the study programmes are distributed on various platforms
such as letters, e-
Instagram and Facebook. All these platforms always provide the latest information about the
activities and achievements of the study programmes. In addition to these media, programme
activities are planned, implemented and reviewed in meetings with lecturers, teachers and student
representatives.
Relations with the mass media and news networks are also carried out to ensure that information
is well disseminated. UIN Sunan Kalijaga also provides a summary of an academic year's activities
in an annual report
information in cooperation with the IT centre.
Appraisal:
In the opinion of the panel team, a quality assurance and development procedure, which
systematically and continuously monitors and develops the quality of the programme with respect
to its contents, processes, and outcomes, has been set up. It takes into account the results of the
evaluations of students, alumni, lecturers and third parties as well as graduate employment with
the help of the tracer studies conducted. Responsibilities are clearly defined.
Evaluations by the students, by the faculty, by alumni and employers are carried out on a regular
basis and in accordance with a prescribed procedure. This is handled strictly by the University, for
instance, students must participate in the evaluations in order to be able to view their grades. The
participants and third parties are informed about the results and measures through published
reports.
In terms of the programme description, UIN Suka suitably documents and publishes them on
several platforms to provide students and lecturers with all relevant and required information
online.
To inform about the activities during the academic year, the University regularly publishes updated
news and information about the study programmes on its websites. In addition, press relations and
network communication are actively maintained. UIN Sunan Kalijaga offers an overview of its
annual academic activities in its annual report.

Meets quality
requirements
5.1* Quality assurance and quality

development with respect to contents,
X
processes and outcomes (Asterisk
Criterion)
5.2 Instruments of quality assurance
5.2.1 Evaluation by students X
5.2.2 Evaluation by faculty X
5.2.3 External evaluation by alumni, employers
X
and third parties
5.3 Programme documentation
5.3.1* Programme description (Asterisk
X
Criterion)
5.3.2 Information on activities during the
X
academic year

Quality profile
HEI: UIN Sunan Kalijaga Yogyakarta
Bachelor programme: 1. Islamic Religious Education (S.Pd)

2. Arabic Language Education (S.Pd)
3. Religious Studies (S.Ag)

Meets quality
requirements
1 Objectives
1.1* Objectives of the study programme
X
1.2* International orientation of the study
X
programme design (Asterisk Criterion)
1.3.1 Positioning of the study programme in the
RS IRE, ALE
educational market
1.3.2 Positioning of the study programme on the
RS IRE, ALE
1.3.3 Positioning of the study programme within
X
the HEI's overall strategic concept
2 Admission
2.1* Admission requirements (Asterisk Criterion) X
2.2 Counselling for prospective students X
2.3* Selection procedure (if relevant) X
2.4(*) Professional experience (if relevant;
Asterisk Criterion for master programmes X
that require professional experience)
2.5* Ensuring foreign language proficiency
X
2.6* Transparency and documentation of
admission procedure and decision X
3 Contents, structure and didactical concept
3.1 Contents
3.1.1* Logic and conceptual coherence (Asterisk
X
Criterion)
3.1.2* Rationale for degree and programme name
X
3.1.3* Integration of theory and practice
X
3.1.4 Interdisciplinary thinking X
3.1.5 Ethical aspects X
3.1.6* Methods and scientific practice (Asterisk
X
Criterion)
3.1.7* Examination and final thesis (Asterisk
X
Criterion)
3.2 Structure
Quality profile
Meets quality
requirements
3.2.1* Modular structure of the study programme

X
3.2.2* Study and exam regulations (Asterisk
X
Criterion)
3.2.3* Feasibility of study workload (Asterisk
X
Criterion)
3.2.4 Equality of opportunity X
3.3.1* Logic and plausibility of the didactical
X
concept (Asterisk Criterion)
3.3.2* Course materials (Asterisk Criterion) X
3.3.3 Guest lecturers X
3.3.4 Lecturing tutors X
3.4.1* International contents and intercultural
X
aspects (Asterisk Criterion)
3.4.2 Internationality of the student body X
3.4.3 Internationality of faculty X
3.4.4 Foreign language contents X
3.5* Multidisciplinary competences and skills
X
3.6* Skills for employment / Employability
X
4. Academic environment and framework
conditions
4.1 Faculty
4.1.1* Structure and quantity of faculty in
relation to curricular requirements X
4.1.2* Academic qualification of faculty
X
4.1.3* Pedagogical / didactical qualification of
X
faculty (Asterisk Criterion)
4.1.4 Practical business experience of faculty X
4.1.5* Internal cooperation (Asterisk Criterion) X
4.1.6* Student support by the faculty (Asterisk
X
Criterion)
4.1.7(*) Student support in distance learning
(only relevant and an Asterisk Criterion
X
for blended-learning/distance learning
programmes)
4.2.1* Programme Director (Asterisk Criterion) X
4.2.2 Process organisation and administrative
X
support for students and faculty
4.3.1(*) Cooperation with HEIs and other
X
academic institutions or networks
Quality profile
Meets quality
requirements
(Asterisk Criterion for cooperation

programmes)
4.3.2(*) Cooperation with business enterprises
and other organisations (Asterisk
X
Criterion for educational and vocational
programmes, franchise programmes)
4.4.1* Quantity, quality, media and IT
equipment of teaching and group rooms X
4.4.2* Access to literature (Asterisk Criterion) X
4.5.1 Career counselling and placement service X
4.5.2 Alumni Activities X
4.6* Financing of the study programme
X
5 Quality assurance and documentation
5.1* Quality assurance and quality
development with respect to contents,
X
processes and outcomes (Asterisk
Criterion)
5.2 Instruments of quality assurance
5.2.1 Evaluation by students X
5.2.2 Evaluation by faculty X
5.2.3 External evaluation by alumni, employers
X
and third parties
5.3 Programme documentation
5.3.1* Programme description (Asterisk
X
Criterion)
5.3.2 Information on activities during the
X
academic year
Quality profile

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Certificate FIBAA Decision Report (1) 2

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Decision of the FIBAA Accreditation and

9 th Meeting on March 22, 2023

Project Number: 21/096, Cluster 2

Period of Accreditation: March 22, 2023 until March 21, 2028.

The FIBAA Quality Seal is awarded.

Higher Education Institution:

Qualification awarded on completion:

Islamic Religious Education (IRE) (S.Pd)

Arabic Language Education (ALE) (S.Pd)

Religious Studies (RS) (S.Ag)

Type of study programme:

Double/Joint Degree programme:

Scope (planned number of parallel classes) and enrolment capacity :

Initial start of the programme:

Prof. Dr. Merdan Guenes

Prof. Dr. Sebastian Maisel

Ass. Professor Dr. Tolkah

FIBAA project manager:

The assessment is based on the self-evaluation report, amended by further documents, as

Additional for Religious Studies:

Table 1: Statistical Data: Islamic Religious Education ............................................................... 11

Information on the Institution

Table 1: Statistical Data: Islamic Religious Education

Table 2: Statistical Data: Arabic Language Education

1.1 Objectives of the study programme (Asterisk Criterion)

All study programmes

Programme Description and Appraisal in Detail

Islamic Religious Education (IRE) Bachelor of Education

Knowledge Mastering the science of:

Programme Description and Appraisal in Detail

Arabic Language Education (ALE) Bachelor of Education

The learning outcomes are shown in the following table:

Programme Description and Appraisal in Detail

Religious Studies (RS) Bachelor of Religion

The study programme is designed to train and educate

Programme Description and Appraisal in Detail

Knowledge 8. Mastering key concepts, philosophies, methods, and scientific principles in

Programme Description and Appraisal in Detail

The qualification objectives mentioned embrace academic proficiency, comprehensive

Exceeds Does not meet

1.2 International orientation of the study programme design (Asterisk

All study programmes

The international orientation of the study programmes is reflected in the following:

Islamic Religious Education (IRE) Bachelor of Education

Programme Description and Appraisal in Detail

Arabic Language Education (ALE) Bachelor of Education

Religious Studies (RS) Bachelor of Religion

Fellowship of Reconciliation (USA), Association for Asian Studies, The International

Exceeds Does not meet

1.3 Positioning of the study programme

All study programmes

Programme Description and Appraisal in Detail

Islamic Religious Education (IRE) Bachelor of Education

Arabic Language Education (ALE) Bachelor of Education

Religious Studies (RS) Bachelor of Religion

Programme Description and Appraisal in Detail

POSITIONING ON THE JOB MARKET FOR GRADUATES (EMPLOYABILITY)

All study programmes

Islamic Religious Education (IRE) Bachelor of Education

Arabic Language Education (ALE) Bachelor of Education