Digital Technology Integration in the Implementation of Outcome-Based Education (OBE) in English Curriculum at State Islamic Higher Education Institutions (PTKIN): A Systematic Literature Review

Abstract

This study presents a systematic literature review examining the integration of digital technology in the implementation of Outcome-Based Education (OBE) in English language curricula at State Islamic Higher Education Institutions (PTKIN) within the policy framework of Merdeka Belajar-Kampus Merdeka (MBKM) and the Regulation of the Minister of Education, Culture, Research, and Technology Number 53 of 2023. Employing a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 protocol, this study analyzed 35 peer-reviewed articles published between 2019 and 2024 from Scopus, Web of Science, ERIC, and Google Scholar databases. Empirical data indicate that as of December 2024, 27 out of 59 PTKINs have achieved the highest accreditation level (Unggul) from BAN-PT, while the national Digital Literacy Index stands at only 3.54 out of 5.0 (Kominfo, 2022). The review identifies four dominant patterns of technology integration in OBE: Technology for Assessment, Technology for Content Delivery, Technology for Collaboration, and Technology for Personalization. Three context-specific challenges for PTKINs are also identified: (1) digital infrastructure gaps in the context of a national internet penetration rate of 72.78% (BPS, 2024); (2) lecturers' digital competency gaps; and (3) tensions between OBE standardization and Islamic institutional identity. Drawing on these findings, this study proposes a Technology-Enhanced OBE (TE-OBE) model contextually designed for English language programs at PTKINs, integrating Islamic values, contextual technology selection, authentic digital assessment, and sustained lecturer capacity building as its core components.