Minister Nadiem Makariem announced substantial transformation in Indonesia’s education system when he referred to Article 18 of The Ministry of Education and Research’s Law No.53/2023 on Quality Assurance of Higher Education (Peraturan Kemendikbudristek No. 53 Tahun 2023 Tentang Penjaminan Mutu Pendidikan Tinggi Pasal 18), stipulating the abolition of the thesis as graduation prerequisite for undergraduates (S1/D4) to graduate. This decision recognizes the diverse ways to assess graduates’ capabilities and competencies, particularly within vocational programs. This essay explores the implications of this decision on Indonesia’s higher education.
The abolition of the traditional thesis requirement represents a progressive step in adapting higher education to meet the evolving needs of those entering the workforce. In today’s job market, success demands more than the ability to produce lengthy academic papers; it necessitates practical skills and competencies that can be applied rapidly in real-world scenarios. Eliminating the thesis requirement allows students to pay more attention to honing soft skills that may prove nifty for their professional journeys (Bayu Ariwibowo et al., 2020).
Flexible and Dynamic Learning Approaches
Traditional theses adhere to rigid structures with predefined sections that limit creativity. This structure, featuring the introduction, literature review, methodology, results, and conclusion, restricts unconventional and creative approaches to research presentation. Additionally, the fixed format may limit the exploration of research topics, forcing students to stay within the confines of their chosen discipline and potentially miss opportunities to incorporate diverse perspectives and ideas that could enrich their work.
In contrast, alternative methods enable universities to design more flexible and dynamic study programs. Universities can adopt project-based curricula that foster hands-on learning by developing effective problem-solving strategies, learning to identify issues, setting goals, and creating plans to overcome challenges. It helps students develop solid verbal communication and writing skills as they learn to elaborate ideas, discuss progress, and present findings. Moreover, students can enhance their understanding and learning material retention in real-world situations. Those skills can equip students to tackle contemporary workplace challenges.
Table 1: Summary of student perception scores for each life skill, including the mean for survey 1, mean for survey 2, difference, and standard deviation (Wurdinger, 2015)
According to Wurdinger’s study, Project-Based Learning (PBL) has emerged as a transformative educational approach, fostering students’ development of crucial life skills. Through PBL, students are empowered to enhance their problem-solving abilities, nurture their creativity, shoulder responsibility, refine their communication skills, and become more self-directed in their learning journey. This teaching method proves highly effective, as it taps into students’ intrinsic motivation and inspiration when they engage in meaningful, real-world projects. What sets PBL apart is its student-centered nature, where learners take the reins, allowing them to explore and pursue subjects that are genuinely relevant and captivating to them. In doing so, PBL not only equips students with essential life skills but also nurtures a passion for learning that lasts a lifetime.
The Value of Academic Writing and Comprehensive Thinking
Higher education must balance workforce demands with the importance of the traditional thesis, a cornerstone in nurturing fundamental academic skills. Crafting a thesis necessitates rigorous research, including information analysis, questioning assumptions, and evidence evaluation for making informed decisions–an essential skill for problem-solving. These critical thinking abilities are vital in addressing complex issues and finding solutions, skills that are also highly valued in the workforce (Neba Dorine, 2019).
The traditional thesis provides students with a profound exploration of their chosen field, fostering subject matter expertise. This expertise empowers students to make meaningful contributions to academic discourse, promoting personal growth and advancing knowledge within themselves, academia, and the pursuit of knowledge.
The Cost and Feasibility of Alternative Methods
Abolishing the traditional thesis could burden students financially, especially with costly alternative methods like prototyping and projects that demand extensive testing and implementation. This hurdle may disadvantage students requiring more resources for such endeavors, limiting the diversity of skills fostered in higher education.
While the law allows program heads and universities to define graduation requirements, this approach may lead to varying educational values across institutions. Higher education must balance practical skills and academic nurturing as Indonesia embraces reform.
Equitable access to alternatives is crucial, regardless of financial means. Universities can collaborate with local entities for internships, research, and practical experiences. Encouraging e-portfolios showcases academic and practical accomplishments, simplifying employers’ assessment of students’ skills. Success hinges on adapting programs to meet evolving students and job market needs while preserving academic integrity.
References:
Ariwibowo, B., Sudana, I, M., Makruf, A. (2020). Soft Skill Analysis Educational Student in Vocational Study Program of Mechanical Engineering Ivet University. Journal of Vocational and Career Education 5 (1) (2020), 14-20
Dorine, N. The Benefits of Critical Thinking Skills and Techniques for Teaching These Skills in The Classroom for Equality Education. African Journal of Social Sciences 10 (3) (2019), 99–106.
Wurdinger, S., Qureshi, M. (2015). Enhancing College Students’ Life Skills through Project-Based Learning. Innov High Educ 40, 279–286, https://doi.org/10.1007/s10755-014-9314-3.
Author: Azka Akhayari