Optimalisasi Pemahaman Akademik melalui Implementasi Pendekatan Understanding by Design (UbD): Sebuah Tinjauan Literatur Sistematis

Dian Ramadhani Abdullah; Nurul Hikmah; Muhammad Maulana Arif; Ahmad Dani; Muhammad Irwan; Kaharuddin Kaharuddin

doi:10.59024/simpati.v4i4.2704

Authors

Dian Ramadhani Abdullah Institut Agama Islam Negeri Parepare
Nurul Hikmah Institut Agama Islam Negeri Parepare
Muhammad Maulana Arif Institut Agama Islam Negeri Parepare
Ahmad Dani Institut Agama Islam Negeri Parepare
Muhammad Irwan Institut Agama Islam Negeri Parepare
Kaharuddin Kaharuddin Institut Agama Islam Negeri Parepare

DOI:

https://doi.org/10.59024/simpati.v4i4.2704

Keywords:

Academic Understanding, Authentic Assessment, Backward Design, Kurikulum Merdeka, Understanding by Design

Abstract

This study aims to analyze and synthesize the contributions of the Understanding by Design (UbD) approach to optimizing students’ academic understanding. It employs a Systematic Literature Review (SLR) method examining SINTA-accredited articles published between 2016 and 2026. The findings indicate that UbD, through its three stages of backward design, namely identifying learning outcomes, determining assessment evidence, and planning learning experiences, consistently enhances student engagement, the quality of authentic assessment, and the development of six facets of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge. This approach is also flexible enough to be integrated with other learning strategies, such as Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL), without compromising alignment among learning objectives, assessments, and learning activities. Furthermore, implementing UbD supports instructional design oriented toward achieving deeper understanding rather than merely mastering content. This study concludes that UbD’s main strength lies in shifting the orientation of instructional design from a content-based approach to an understanding-based approach. Therefore, future research should strengthen empirical evidence regarding knowledge transfer and the sustainability of students’ understanding.

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