PROBLEM BASED LEARNING AS A STRATEGY FOR THESIS WRITING GUIDANCE FOR FINAL YEAR STUDENTS

PROBLEM BASED LEARNING SEBAGAI STRATEGI BIMBINGAN PENULISAN SKRIPSI BAGI MAHASISWA TINGKAT AKHIR

Abstract

This study explores the implementation of Problem Based Learning (PBL) as an effective strategy for guiding final-year students through the thesis writing process. Using a mixed-method approach, this research examined 87 undergraduate students across three disciplines at a public university in Indonesia. The study employed pre-post assessments, focus group dis-cussions, and document analysis to evaluate the impact of PBL on stu-dents' writing capabilities, critical thinking, and self-regulated learning skills. Results revealed that the PBL approach significantly improved students' thesis writing quality, with a 37.8% increase in overall scores compared to traditional supervision methods. Furthermore, the integration of PBL ele-ments enhanced students' ability to identify research problems, develop coherent arguments, and apply appropriate research methodologies. The study also found that PBL fostered greater student engagement and re-duced thesis completion time by an average of 1.7 months. These findings suggest that PBL offers a structured yet flexible framework for thesis su-pervision that promotes autonomous learning while providing necessary guidance. This research contributes to the growing body of literature on innovative approaches to academic writing instruction in higher education, with implications for curriculum development and supervisory practices.