Students' perceptions of graduate profile and curriculum alignment in English education

Dwi Adinda Puspitasari; Yuyun Yulia; Lusi Nurhayati

doi:10.17509/curricula.v5i2.673

Authors

Dwi Adinda Puspitasari Universitas Negeri Yogyakarta
Yuyun Yulia Universitas Negeri Yogyakarta
Lusi Nurhayati Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.17509/curricula.v5i2.673

Keywords:

curriculum alignment, graduate profile, outcome-based education, students’ perception

Abstract

Curriculum alignment plays a crucial role in ensuring that learning outcomes are effectively achieved in higher education. This study aims to examine students’ perceptions and understanding of the graduate profile within the framework of curriculum alignment in an English Education program. The research is conducted to evaluate whether students not only perceive the curriculum as relevant but also fully understand the intended graduate competencies. A quantitative approach, supported by open-ended responses, was employed to analyze students’ perceptions and level of understanding. The findings reveal that the majority of students hold positive perceptions of the graduate profile, while their understanding remains relatively low. This indicates a gap between students’ affective perceptions and their cognitive comprehension of curriculum objectives. In addition, students are more familiar with the role of a novice teacher than with those of a researcher and an edupreneur, reflecting an imbalance in the emphasis on competencies. These findings suggest that although the curriculum is perceived as relevant, its intended outcomes are not fully internalized.

Abstrak

Keselarasan kurikulum memegang peranan penting dalam memastikan capaian pembelajaran dapat terwujud secara efektif di pendidikan tinggi. Penelitian ini bertujuan untuk mengkaji persepsi dan pemahaman mahasiswa terhadap profil lulusan dalam kerangka keselarasan kurikulum pada Program Studi Pendidikan Bahasa Inggris. Penelitian ini dilatarbelakangi oleh kebutuhan untuk mengevaluasi apakah mahasiswa tidak hanya memandang kurikulum sebagai sesuatu yang relevan, tetapi juga benar-benar memahami kompetensi lulusan yang ditargetkan. Pendekatan kuantitatif digunakan dengan dukungan respons terbuka untuk menganalisis persepsi serta tingkat pemahaman mahasiswa. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki persepsi positif terhadap profil lulusan, namun tingkat pemahaman mereka masih tergolong rendah. Temuan ini mengindikasikan adanya kesenjangan antara persepsi afektif dan pemahaman kognitif mahasiswa terhadap tujuan kurikulum. Selain itu, mahasiswa cenderung lebih memahami peran sebagai guru pemula dibandingkan dengan peran sebagai peneliti dan edupreneur, yang mencerminkan ketidakseimbangan dalam penekanan kompetensi. Hasil ini menunjukkan bahwa meskipun kurikulum dipersepsikan relevan, capaian yang ditargetkan belum sepenuhnya terinternalisasi.

Kata Kunci: keselarasan kurikulum; pendidikan berbasis capaian; persepsi mahasiswa; profil lulusan

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