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This study aims to evaluate the Instructional design in the Program Studi Pendidikan Agama Islam of STAIN Majene by using Provus's Discrepancy Evaluation Model. This model compares instructional design performance with predetermined standards, including aspects of Rencana Pembelajaran Semester (RPS), teaching materials, Rencana Tugas Mahasiswa (RTM), and assessment instruments. The methodology used in this research is mixed method, where quantitative data is obtained through a documentation checklist sheet, while qualitative data is collected from interviews. The research was conducted on four courses in the even semester of the 2023/2024 academic year. The results showed variations in Instructional design performance between courses. Strategi Pembelajaran PAI course was in the low category, while Kewirausahaan Pendidikan and Metodologi Penelitian Kualitatif were in the medium category, and Bimbingan dan Konseling reached the very high category. Analysis of the components of the CPMK Formulation, learning strategies, teaching materials, and assessment instruments revealed gaps in each course, especially in the CPMK Formulation and assessment instruments which showed the largest gaps. The implications of this study highlight the need for action by relevant parties to improve the quality of instructional design. Lecturers must deepen their understanding in CPMK Formulation and compiling relevant assessment instruments. The Head of Study Programme needs to organise periodic training for lecturers on effective instructional design. The Quality Assurance Centre is advised to develop and socialise clear and measurable instructional design standards, in order to ensure the effectiveness of the teaching and learning process.