Monitoring Academic Progress and Supporting Women's Graduation Outcomes

04 November 2026
6 min read
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14

Syarif Hidayatullah State Islamic University Jakarta recognises the importance of ensuring that female and male students have equitable opportunities to complete their studies successfully. Monitoring students' academic progress, identifying barriers to graduation, and providing appropriate academic assistance are essential components of an inclusive higher education system.

During 2024–2025, the University maintained institutional mechanisms for monitoring academic performance and student progression, including academic information systems, periodic evaluations, graduation reporting, and academic guidance. University records also demonstrate the availability of student-status information disaggregated by gender, providing a foundation for examining differences in graduation outcomes between female and male students. These arrangements support the broader objectives of Sustainable Development Goal 5: Gender Equality, although further evidence is required to establish systematic gender-based graduation-rate comparisons and measures specifically designed to address identified disparities.

1. Institutional Monitoring of Academic Progress and Graduation

The University monitors student academic achievement and degree completion through its academic administration and institutional performance reporting systems. The 2024 University Performance Report documents graduation outcomes, including the number of graduates, timely completion of studies, and academic achievement.

According to the report, UIN Jakarta recorded 7,261 graduates in 2024, of whom 5,646 completed their studies within the designated study period. The University also monitored timely graduation outcomes across faculties as part of its institutional performance assessment. These measurements demonstrate that graduation monitoring forms part of the University's academic management and quality assurance framework. Such institutional reporting helps University leadership identify academic performance challenges and evaluate measures intended to improve student completion. However, the publicly available university-wide graduation table does not separately report the likelihood of graduation for women and men.

2. Availability of Gender-Disaggregated Student Records

An important foundation for evaluating gender equality in graduation outcomes is the availability of student information that distinguishes between female and male students. A student-status recapitulation dated 26 June 2025, reproduced in the appendix of a UIN Jakarta undergraduate thesis, demonstrates the use of gender-disaggregated academic records.

The recapitulation, originating from the Faculty of Da'wah and Communication Sciences, contains separate columns for female and male students across different academic statuses. These classifications include active students, students on academic leave, graduates, students who have dropped out, and inactive students. The records are also organised by study programme and year of admission.

This structure provides data fields that could support comparative analyses of progression and graduation outcomes by gender and entry cohort. For example, the University could use such records to examine whether women and men from the same admission cohort graduate within comparable periods. Nevertheless, the existence of gender-disaggregated student records does not, by itself, demonstrate that a university-wide comparative graduation-rate analysis was formally conducted during 2024–2025.

3. Academic Evaluation and Student Progression Mechanisms

UIN Jakarta also maintains formal academic evaluation procedures intended to monitor students' progress throughout their studies. Rector's Decree Number 1617 of 2024 concerning the Undergraduate Academic Guidelines, issued on 20 December 2024, establishes academic rules applicable from the 2024/2025 academic year.

The guidelines require periodic evaluation of student academic performance, including the monitoring of accumulated credits and grade point averages. Academic evaluations are conducted at designated stages of study, including the second, fourth, and fourteenth semesters. The guidelines also recognise the responsibilities of academic advisers in supporting students' academic planning. These mechanisms allow the University to evaluate students' progress toward meeting graduation requirements and to identify academic difficulties that may affect their completion of studies. While these procedures apply generally to undergraduate students, they provide an institutional foundation for identifying progression challenges among female and male students.

4. Supporting Timely Graduation through Academic Assistance

Beyond monitoring academic outcomes, UIN Jakarta provides academic development initiatives intended to help students complete their studies. On 14 May 2025, the Master's Programme in Da'wah Management, Faculty of Da'wah and Communication Sciences, organised a Graduation Acceleration Workshop focusing on students' final academic projects.

The workshop addressed practical challenges associated with thesis completion, including research topic selection, research methodology, time management, and communication with academic supervisors. Participants included students preparing research proposals and final-year students completing their theses. The programme encouraged participants to develop effective study plans and strengthen their readiness to complete their academic requirements.

The University also provides academic guidance and opportunities for students to improve academic performance through established academic procedures. These measures support the institutional objective of improving timely completion and reducing academic delays. However, the available evidence does not establish that the workshop was introduced in response to a measured gender disparity in graduation rates. It should therefore be understood as a general academic completion initiative rather than a verified gender-specific intervention.

5. Strengthening the Evidence for Gender-Based Graduation Monitoring

A comprehensive evaluation of women's likelihood of graduating requires a comparison between female and male students within equivalent admission cohorts. Such an analysis should consider the number of female and male students originally enrolled, the number who subsequently graduated, and the relevant observation period. It should also examine factors such as programme differences, academic leave, dropout status, study duration, and access to academic support.

Where differences are identified, the University can use this information to determine whether additional assistance is necessary. Possible responses could include targeted academic advising, thesis-completion support, early identification of students at risk of delayed graduation, and assistance for students experiencing caregiving or other barriers. To demonstrate full compliance with THE Impact Rankings Indicator 5.6.7, these measures would need to be supported by evidence linking identified gender-based graduation gaps to implemented institutional responses. The documentation reviewed for 2024–2025 does not yet establish a consolidated university-wide comparison of female and male graduation rates or a specific action plan addressing an identified gender disparity.

6. Contribution to SDG 5: Gender Equality

Syarif Hidayatullah State Islamic University Jakarta has developed institutional mechanisms that support student progression and timely graduation. These include academic performance monitoring, gender-disaggregated student records, periodic academic evaluation, academic advising, and activities designed to help students complete their final projects.

The 2024 University Performance Report demonstrates institutional monitoring of timely graduation, while academic records from June 2025 show that student status can be distinguished by gender and admission cohort. The 2024 Undergraduate Academic Guidelines and the May 2025 Graduation Acceleration Workshop provide additional evidence of institutional mechanisms supporting degree completion. Together, these measures establish a foundation for gender-responsive graduation monitoring and academic assistance at UIN Jakarta.

However, the available documentation does not yet verify that female and male graduation probabilities were systematically compared across the University or that specific measures were implemented to close an identified gender-based graduation gap. Strengthening cohort-based reporting and documenting targeted interventions would enable the University to demonstrate more comprehensively its contribution to equitable graduation outcomes under Sustainable Development Goal 5.