Reducing Main Problem of Proposals Undergraduate Research through Research-Based Learning Activity Students

Abstract

The making of thesis proposal is not easy to do. The main obstacle is the difficulty of finding the literature in the appropriate journal form. This problem becomes important, because it will affect the continuity regarding the study period of students, and it will affect the college and future students concern as well. Therefore, a learning model that is oriented to review the journal as the main activity needs to be applied, while the appropriate model is Research based learning. Thus optimization of journal review on the learning activities can assist students in completing the thesis proposal.

– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings

“…The median of each class examined was 8.9 hours per week (Kushimoto, 2019). Asada and Koike (2020) (Jiang & Yan, 2020), and includes specific suggestions for how supervisors can provide support effectively, particularly through the teaching of literature review (Herrström, Larsson, Einberg, Nilsson, Blomqvist, & Garmy, 2020;Suwito, Purwanto, Parta, Irawati, & Dika, 2019) and through understanding each of their students' uniqueness in educational background, interests, and abilities (Arif & Huda, 2019;Zhang & Pramoolsook, 2019). Additionally, at a broader level, past research suggests the importance of each institution's stakeholders being aware of how the curriculum and coordination among the administrators, faculty and staff influences the students' quality of their graduation theses (Herrström, Larsson, Einberg, Nilsson, Blomqvist, & Garmy, 2020;Kalpokaite and Radivojevic, 2020;Perrella, Dam, Martin, MacLachlan, & Fenton, 2020;Rosyidi, Budiningsih, & Wakhid, 2019;Sun, Graves, & Oliver, 2020).…”

“…For experiences related to graduation thesis writing in Japan, (1) specific amount of time spent on writing graduation theses are stated (Kushimoto, 2019); ( 2) collaborative style by faculty members in getting students connected with outside sources of support such as incorporating fieldwork abroad and teacher training sessions as part of obtaining teachers' licenses into their students' theses are evident (Asada & Koike, 2020;Nagura, 2018); (3) the importance of supervisor feedback particularly in terms of getting students to think critically is emphasized (Nagura, 2018); and (4) the importance of having conducted a thorough literature review for students' undergraduate theses are emphasized (Nagura, 2018). As for experiences related to graduation thesis writing abroad, (1) 2) the importance of supervisors' support, specifically in terms of taking the time to provide feedback for the students on their papers to build a strong academic foundation is emphasized (Jiang & Yan, 2020); (3) the importance of supervisors' support, especially in terms of helping students to conduct literature reviews well is emphasized (Herrström, Larsson, Einberg, Nilsson, Blomqvist, & Garmy, 2020;Suwito, Purwanto, Parta, Irawati, & Dika, 2019); fourth, the importance of supervisors' support through understanding each of their students uniqueness in educational background, interests, and academic abilities is emphasized (Arif & Huda, 2019;Zhang & Pramoolsook, 2019); fifth, the importance of each institution's stakeholders not limited to supervisors, to be aware of how the curriculum and coordination among the administrators, faculty, and staff influences the students' graduation theses quality is emphasized (Herrström, Larsson, Einberg, Nilsson, Blomqvist, & Garmy, 2020;Kalpokaite & Radivojevic, 2020;Perrella, Dam, Martin, MacLachlan, & Fenton, 2020;Rosyidi, Budiningsih, & Wakhid, 2019;Sun, Graves, & Oliver, 2020); and sixth, current research suggests that weaknesses in graduation theses of graduate students may be ameliorated if students had built a solid academic foundation during their undergraduate years (Ebadi & Pourahimadi, 2019;Farahian, Parhamnia, & Avarzamani, 2020;Ravari & Kok, 2019;Shahsavar & Kourepaz, 2020).…”