Gender, Research Approach, Type of Research, and Completion Period of the Minor Thesis (Skripsi)

Santi Sulandari, Nanik Prihartanti, Qonita Ali, Marida Rahma Salimah, Amanda Intan Savitri, Mei Wijayanti

Abstract


The time-span of completing the minor thesis in Indonesian undergraduate programs has been one of the significant issues in higher education accreditation and quality insurance. Therefore, it is important to assess the possible determinants such as gender, research approach, and type of research, which might effect the students’ completion period of minor thesis (Skripsi). This study used quantitative approach and involved 719 university students. The data was collected from the Faculty database from 2014 to 2017 and Mann Whitney U test and Crosstab analysis were applied to analyze the data. The result of this study showed that gender and research approach did not significantly contribute to the students’ minor thesis completion period. Additionally, students who chose independent research, as their type of research, were able to finish their Skripsi faster than those who conducted joint research.

Keywords


Completion Period, Gender, Minor Thesis, Research, Skripsi, Thesis, Type of Research

Full Text:

PDF

References


Aliakbari, M., & Sadeghdaghighi, A. (1999). Investigation of the Relationship between Gender, Field of Study, and Critical Thinking Skill: the Case of Iranian Students. Proceedings of The 16th Conference of Pan-Pacific Association of Applied Linguistics, 301–310.

Aslinawati, E. N., & Mintarti, S. U. (2017). Keterlambatan Penyelesaian Skripsi Mahasiswa Angkatan 2012 (Studi Kasus di Jurusan Ekonomi Pembangunan Fakultas Ekonomi Universitas Negeri Malang). Jurnal Pendidikan Ekonomi, 10(1), 23–33. https://doi.org/10.17977/UM014v10i12017p023

Badan Akreditasi Nasional Perguruan Tinggi [BAN-PT]. (2011). Matriks Penilaian Borang dan Evaluasi Diri. Retrieved from https://www.academia.edu/11319071/AKREDITASI_INSTITUSI_PERGURUAN_TINGGI_BUKU_VI_MATRIKS_PENILAIAN_BORANG_DAN_EVALUASI-DIRI

Badan Akreditasi Nasional Perguruan Tinggi [BAN-PT]. (2017). Peraturan Badan Akreditasi Nasional Perguruan Tinggi Nomor 4 Tahun 2017 Tentang Kebijakan Penyusunan Instrumen Akreditasi. Retrieved from http://www.aptfi.or.id/dokumen/2017-03-17 Peraturan BAN-PT No 4-2017 tentang Instrumen Akreditasi.pdf

Castellan, C. M. (2010). Quantitative and Qualitative Research: A View for Clarity. International Journal of Education, 2(2), 1–14. https://doi.org/10.5296/ije.v2i2.446

Choy, L. T. (2014). The Strengths and Weaknesses of Research Methodology: Comparison and Complimentary between Qualitative and Quantitative Approaches. IOSR Journal of Humanities and Social Science, 19(4), 99–104. https://doi.org/10.9790/0837-194399104

Creswell, J. W. (2010). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks: SAGE Publications Inc.

Daniel, E. (2016). The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum. Journal of Education and Practice, 7(15), 91–100. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/30822/31645

Eagly, A. H., Nater, C., Miller, D. I., Kaufmann, M., & Sczesny, S. (2019). Gender stereotypes have changed: A cross-temporal meta-analysis of U.S. public opinion polls from 1946 to 2018. American Psychologist, 1–15. https://doi.org/10.1037/amp0000494

Elman, C., Kapiszewski, D., & Kirilova, D. (2014). Learning through Research: Using data to train undergraduates in qualitative methods. PS: Political Science and Politics, 48(1), 39–43. https://doi.org/10.1017/S1049096514001577

Etika, N., & Hasibuan, W. F. (2016). DeSkripsi Masalah Mahasiswa Yang Sedang Menyelesaikan Skripsi. Jurnal KOPASTA, 3(1), 40–45. Retrieved from https://www.journal.unrika.ac.id/index.php/kopastajournal/article/view/265

Fattah, I. A. Al, Ratna, M., & Ratnasari, V. (2011). Analisis Faktor-faktor yang Mempengaruhi Masa Studi Lulusan Mahasiswa Program Magister Institut Teknologi Sepuluh Nopember (ITS) Surabaya menggunakan Regresi Logistik Ordinal dan Regresi Probit Ordinal. Intitut Teknologi Sepuluh November Paper, 1–6. Retrieved from http://digilib.its.ac.id/ITS-paper-13021140003057/28947

Goni, U., Wali S. B. Y., Ali, H. K., & Bularafa, M. W. (2015). Gender Difference in Students’ Academic Performance in Colleges of Education in Borno State, Nigeria: Implications for Counselling. Journal of Education and Practice, 6(32), 107–114.

Gunawati, R., Hartati, S., & Listiara, A. (2006). Hubungan Antara Efektivitas Komunikasi Mahasiswa-Dosen Pembimbing Utama Skripsi Dengan Stres Dalam Menyusun Skripsi Pada Mahasiswa Program Studi Psikologi Fakultas Kedokteran Universitas Diponegoro. Jurnal Psikologi, 3(2), 93–115. https://doi.org/10.14710/jpu.3.2.93

Gustavsen, & Margareth, A. (2019). Gender differences in academic achievement: A matter of contextual classroom influence? International Journal of Research Studies in Education, 8(1), 1–20. https://doi.org/10.5861/ijrse.2018.2013

Hadi, N. U., & Muhammad, B. (2017). Role of Supervisor in the Performance of Postgraduate Research Students. 11(2), 178–186. Retrieved from https://www.ue.edu.pk/beta/jrre/articles/1100116.pdf

Hariyadi, S., Anto, A. H. F., & Sari, W. A. (2017). Identifikasi Faktor-Faktor Yang Mempengaruhi Penyelesaian Skripsi Pada Mahasiswa S1 Psikologi Di Kota Semarang. Jurnal Penelitian Pendidikan, 34(2), 155–160. https://doi.org/10.15294/jpp.v34i2.11752

Harney, K. (2017). The Value of Collaborative Research Before Independent Research in Undergraduate Music Education. Journal of Music Teacher Education, 26(3), 65–76. https://doi.org/10.1177/1057083717697277

Harwell, M. (2011). Research Design in Qualitative/Quantitative/Mixed Methods. In C. F. Conrad & R. C. Serlin (Eds.), The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry (pp. 147–164). https://doi.org/10.4135/9781483351377.n11

Hin, S. (2013). Interdisciplinary research collaboration as the future of ancient history? Insights from spying on demographers (No. WP-2013-002). Retrieved from http://www.demogr.mpg.de/papers/working/wp-2013-002.pdf

Holman, L., Stuart-Fox, D., & Hauser, C. E. (2018). The gender gap in science: How long until women are equally represented? PLOS Biology, 16(4), 1–20. https://doi.org/10.1371/journal.pbio.2004956

Kozanitis, A., Desbiens, J.-F., & Chouinard, R. (2007). Perception of Teacher Support and Reaction Towards Questioning: Its Relation to Instrumental Help-seeking and Motivation to Learn. International Journal of Teaching and Learning in Higher Education, 19(3), 238–250. Retrieved from http://www.isetl.org/ijtlhe/

Kyvik, S., & Reymert, I. (2017). Research collaboration in groups and networks: differences across academic fields. Scientometrics, 113(2), 951–967. https://doi.org/10.1007/s11192-017-2497-5

Madan, C. R., & Teitge, B. D. (2013). The Benefits of Undergraduate Research: The Student’s Perspective. The Mentor, 15, 1–3. https://doi.org/10.26209/MJ1561274

Marcenaro–Gutierrez, O., Lopez–Agudo, L. A., & Ropero-García, M. A. (2018). Gender Differences in Adolescents’ Academic Achievement. YOUNG, 26(3), 250–270. https://doi.org/10.1177/1103308817715163

Mariani, M., Buckley, F., Reidy, T., & Witmer, R. (2013). Promoting student learning and scholarship through undergraduate research journals. PS - Political Science & Politics, 46(4), 830–835. https://doi.org/10.1017/S1049096513001133

Mutakien, T. Z. (2012). Analisis Prokrastinasi Tugas Akhir/Skripsi. FORMATIF: Jurnal Ilmiah Pendidikan MIPA, 2(1), 82–89. https://doi.org/10.30998/formatif.v2i1.87

Ngozi, A., & Kayode, O. G. (2013). Variables Attributed to Delay in Thesis Completion by Postgraduate Students. Journal of Emerging Trends in Educational Research and Policy Studies, 5(1), 6–13. Retrieved from https://journals.co.za/content/sl_jeteraps/5/1/EJC150461

Nyambura Mwangi, C., & Ireri, A. M. (2017). Gender Differences in Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya. Psychology and Behavioral Science International Journal, 5(5), 1–7. https://doi.org/10.19080/PBSIJ.2017.05.555673

Pasaribu, M. X. N., & Syofii, I. (2016). Analisis kesulitan penyelesaian tugas akhir Skripsi pada mahasiswa Program Studi Pendidikan Teknik Mesin Universitas Sriwijaya. Jurnal Pendidikan Teknik Mesin, 3(1), 24–28. Retrieved from https://ejournal.unsri.ac.id/index.php/ptm/article/view/5346/3630

Prohaska, V., Morrill, P., Atiles, I., & Perez, A. (2000). Academic procrastination by nontraditional students. Journal of Social Behavior & Personality, 15(5), 125–134.

Rahman, M. S. (2017). The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review. Journal of Education and Learning, 6(1), 102–112. https://doi.org/10.5539/jel.v6n1p102

Reed, D. A., Enders, F., Lindor, R., McClees, M., & Lindor, K. D. (2011). Gender Differences in Academic Productivity and Leadership Appointments of Physicians Throughout Academic Careers. Academic Medicine, 86(1), 43–47. https://doi.org/10.1097/ACM.0b013e3181ff9ff2

Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445–458. https://doi.org/10.1037/amp0000356

Rismen, S. (2015). Analisis Kesulitan Mahasiswa dalam Penyelesaian Skripsi di Prodi Pendidikan Matematika STKIP PGRI. Lemma, I(2), 57–62. https://doi.org/10.22202/jl.2015.v1i2.538

Rodarte-Luna, B., & Sherry, A. (2008). Sex differences in the relation between statistics anxiety and cognitive/learning strategies. Contemporary Educational Psychology, 33(2), 327–344. https://doi.org/10.1016/J.CEDPSYCH.2007.03.002

Santacana, M. F. i, Kirchner, T., Abad, J., & Amador, J. A. (2012). Differences between genders in coping: Different coping strategies or different stressors? Anuario de Psicologia, 42(1), 5–18. Retrieved from http://diposit.ub.edu/dspace/bitstream/2445/32934/1/614579.pdf

Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131

Sunarty, K. (2016). Survai faktor-faktor penghambat penulisan Skripsi mahasiswa Universitas Negeri Makassar. Retrieved from http://eprints.unm.ac.id/id/eprint/2225

Susanti, A. (2015). Marak Ijazah Palsu, Skripsi Masih Penting Bagi Mahasiswa. Retrieved from https://news.okezone.com/read/2015/06/04/65/1160017/marak-ijazah-palsu-Skripsi-masih-penting-bagi-mahasiswa

Wulan, D. A. N., & Abdullah, S. M. (2014). Prokrastinasi Akademik dalam Penyelesaian Skripsi. Jurnal Sosio-Humaniora, 5(1), 55–74.

Zulkifli, N. (2012). Persepsi mahasiswa tentang peranan dosen pembimbing dalam pembuatan tugas akhir (Skripsi) mahasiswa pada program studi administrasi pendidikan FKIP Universitas Riau Pekanbaru (2011). Jurnal Educhild: Pendidikan Dan Sosial, 1(1), 50–58. Retrieved from https://www.ejournal.unri.ac.id/index.php/JPSBE/article/view/1624/1599




DOI: https://doi.org/10.7575/aiac.ijels.v.8n.1p.32

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.