YOGYAKARTA – The Islamic Religious Education (PAI) Study Program, Faculty of Tarbiyah and Teacher Training (FITK), UIN Sunan Kalijaga Yogyakarta, held a program meeting on Evaluation and Follow-Up of Islamic Religious Education Learning on Tuesday, October 27, 2026. The meeting, held in the FITK Meeting Room on the first floor, provided a forum to strengthen learning quality evaluation and promote continuous improvement within the study program.

The event featured Dr. Taat Wulandari, S.Pd., M.Pd., as the speaker. The program began with Qur’anic recitation, followed by the singing of the Indonesian national anthem, Indonesia Raya, and the UIN Sunan Kalijaga hymn. The agenda continued with opening remarks, the presentation of materials, a discussion and question-and-answer session, and a review of evaluation and follow-up measures for PAI learning. The meeting was attended by Prof. Dr. Sigit Purnama, M.Pd., representing the faculty leadership; Prof. Dr. Mohammad Agung Rohimawan, M.Pd., Head of the PAI Study Program; and professors and lecturers from the program. The event was hosted by Rosyida Rakhmania Muha, S.Pd., with Ansorul Alim, S.Pd., serving as moderator.

In her presentation, Dr. Taat Wulandari emphasized the importance of implementing the Internal Quality Assurance System (SPMI) through five stages: setting standards, implementation, evaluation, control, and improvement. This cycle should not end with evaluation; rather, the findings must lead to concrete improvement measures. The improvement stage is essential for addressing unmet targets and establishing new objectives to support continuous quality enhancement.

The discussion also addressed the preparation of the Self-Evaluation Report (LED) for accreditation. The report should provide an evaluative analysis that compares conditions before and after evaluation, rather than merely describing the current situation. Accurate formulation of the study program’s vision was another key point, particularly the distinction between the institutional vision of the study program and its academic or disciplinary vision. In addition, quantitative data presented in the LED must be consistent with the Study Program Quantitative Data (DKPS). Supporting document links must also be valid and directly accessible to facilitate the verification of evidence.

Teacher Professional Education (PPG) was another topic discussed during the meeting. The evaluation highlighted the need to ensure that accreditation instruments reflect actual conditions in the field. Accurate calculations of operational funding per PPG student and appropriate identification of Permanent Study Program Lecturers (DTPS) were also emphasized. Lecturers listed in the relevant program documentation should genuinely be involved in teaching within the PPG program concerned.

Regarding curriculum and learning, the implementation of an Outcome-Based Education (OBE) curriculum should be supported by a clear and measurable mapping of Graduate Learning Outcomes (CPL). Microteaching sessions were also recommended to be conducted offline to enable more effective observation of students’ teaching skills.

Through the discussion and question-and-answer session, the meeting provided an opportunity for lecturers and study program administrators to strengthen their understanding of learning evaluation, quality assurance, and accreditation readiness. The evaluation findings are expected to serve not merely as administrative documentation but as a practical foundation for determining improvement measures and enhancing the quality of PAI learning.

Through this initiative, the PAI Study Program at FITK UIN Sunan Kalijaga reaffirmed its commitment to strengthening a culture of quality, improving the accuracy of academic data and documentation, and ensuring that evaluation findings are translated into planned and sustainable quality improvement initiatives.

(Muhammad Zakariyya)