Abstract
In several universities in Indonesia, lecturers are accustomed to developing learning outcomes’ standards without the involvement of students in the formulation, although the students have many ideas about learning outcomes that are relevant to their needs. This study aimed to analyse the student learning outcomes’ standards in a disruptive era based on the students’ perspective from 9 faculties of several universities in Indonesia. The research method used was a quantitative approach, with 1059 student participants. Data were collected using a questionnaire with close-ended questions, and normality was analysed using the Shapiro–Wilk test and one-way analysis of variance test to determine the differences in learning outcomes’ standards between faculties. The achievements of disruptive learning at several universities in Indonesia are relatively high. However, there is an extreme distance in the level of disruptive learning achievement between faculties, due to the diversity of lecturers in understanding disruptive learning.
 
 Keywords: Learning outcomes’ standards, disruptive era, faculties
Highlights
Higher education plays a significant role in the formation of adaptive and creative characteristics for community development, improvement of the quality of management governance and interaction with learning communications relevant to the current situation (Jongbloed et al, 2008). Not all of these can be fulfilled by several universities in Indonesia due to various limitations, including (1) insufficient capacity of lecturers, (2) limited understanding of the academic community towards the development of information technology, (3) limited learning infrastructure and (4) management of higher education not being able to provide learning that is relevant to the current situation
This study aims to determine the difference in the level of disruptive learning achievement in nine faculties from several universities in Indonesia
There are six research findings related to learner engagement in developing the formulation of learning outcome standards, namely (1) the goal of developing learning achievement standards, (2) the basis for developing learning outcome standards, (3) the characteristics of developing learning outcome standards, (4) developing performance standards’ actors in learning, (5) comparative learning outcome levels among faculties and (6) disruptive learning achievement levels at Indonesian universities
Summary
The process and educational outcomes, as well as the learning interactions, must be able to satisfy the needs of society and solve life problems based on the development of information technology. Higher education plays a significant role in the formation of adaptive and creative characteristics for community development, improvement of the quality of management governance and interaction with learning communications relevant to the current situation (Jongbloed et al, 2008). Not all of these can be fulfilled by several universities in Indonesia due to various limitations, including (1) insufficient capacity of lecturers, (2) limited understanding of the academic community towards the development of information technology, (3) limited learning infrastructure and (4) management of higher education not being able to provide learning that is relevant to the current situation
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