This study aims to evaluate the implementation of the entrepreneurship learning process from the aspects of planning, implementation and evaluation in five study programs in four higher education institutions. It employs the evaluation method by using input, output/performance and impact/outcome assessment. Data is collected through assessment by experts to assess the quality of the syllabus content, assessment by participants – students and lecturers – by using online questionnaires (Google form), and interviews with lecturers. Data is analysed by comparing the existing syllabus components with the syllabus preparation criteria of the Directorate of Islamic Higher Education, calculating the average student response to the learning performance, and interpreting the open questionnaire of lecturers, as well as examining the patterns of the interview results. The results suggest that the syllabus is not in line with the learning achievement criteria. The implementation of all components in entrepreneurship learning is perceived positively by students. The evaluation result reveals that the cognitive domain assessment instrument is dominantly used, while the attitude and skill domain is not maximally implemented. Entrepreneurship education curriculum design needs to be standardised, so that the quality of the entrepreneurship learning process can be well-measured
