Transforming the Role of LAMDIK in Quality Assurance of Islamic Higher Education in the Global Era

Abstract

This study examines the transformation of the Independent Education Accreditation Agency (IEAA/LAMDIK) in assuring the quality of education programs at Islamic Higher Education Institutions (IHEI/PTKI) in the global era. The research is grounded in the urgency of reforming Indonesia’s higher education quality assurance system in response to globalization, digitalization, and the growing demand for 21st-century competencies. In this context, LAMDIK replaces the National Accreditation Agency for Higher Education (BAN-PT) for education clusters and introduces an Outcome-Based Education (OBE) paradigm. The objectives of this study are to (1) describe the transformation of LAMDIK’s role, (2) analyze the implementation of outcome-based accreditation policies, and (3) identify challenges faced by PTKI in the accreditation process. This study employs a qualitative multi-case approach involving three institutions: UIN Ar-Raniry Banda Aceh, UIN North Sumatra, and STAI Aceh Tamiang. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal a significant paradigmatic shift in LAMDIK’s policies, instruments, and processes from compliance-based to performance-and outcome-based accreditation. LAMDIK functions as a regulator, facilitator of quality culture, and catalyst for institutional change. However, key challenges include limited human resources, low digital literacy, and difficulties in integrating Islamic epistemology into accreditation instruments. Overall, LAMDIK plays a transformative role in fostering sustainable quality and global competitiveness in PTKI.