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.
Highlights
Students who are studying a Bachelor’s Degree in Indonesia are required to complete and submit a minor thesis (Skripsi) in partial fulfillment of the academic requirements
The result of this study showed that gender and research approach did not significantly contribute to the students’ minor thesis completion period
This study aims to test whether gender, research approach, and type of research contribute significantly to the completion of the student’s thesis
Summary
Students who are studying a Bachelor’s Degree in Indonesia are required to complete and submit a minor thesis (Skripsi) in partial fulfillment of the academic requirements. The students are considered to have gained the skill of conducting research if they can respond to various phenomena around them and present the response as scientific work that is expected to be useful to the society (Gunawati, Hartati, & Listiara, 2006; Susanti, 2015). The process of writing the minor thesis or undergraduate research provides students the opportunities to learn independently, apply their knowledge in research, and develop communication and problem-solving skills. This process trains students to think scientifically because the coursework teaches the students to be competent practitioners but does not teach them to be scientists (Gunawati et al, 2006; Seymour, Hunter, Laursen, & Deantoni, 2004)
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