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Sri Dewi Nirmala, Universitas Terbuka, IndonesiaAbstract
The ability to conduct research is a key competence that must be mastered by students, particularly in the Integration of Theory and Practice in Learning course (MPDR5102) in the Master’s Program of Elementary Education at Universitas Terbuka, an open and distance learning institution. Research-based learning through mini-research assignments serves as a strategic vehicle for developing critical thinking, scientific literacy, and the integration of theory with professional practice. This study analyzes the implementation of mini research assignments within the Outcome-Based Education (OBE) framework, which emphasizes student-centered learning and measurable competency outcomes. A descriptive quantitative method was employed with 230 student respondents selected through total sampling. The instrument consisted of a 42-item Likert-scale questionnaire (validity: r = 0.641–0.925; reliability: α = 0.987), supplemented by in-depth interviews with 23 purposively selected students. Results showed that overall implementation scores were in the high to very high category (mean = 3.27–3.76), with strong performance in project-based learning comprehension, research application, and guideline understanding. The highest-scoring indicator was task usefulness (mean = 3.73), reflecting students’ direct perception of mini-research benefits for professional development. Topic selection and report writing recorded relatively lower scores, indicating areas requiring further support. The main challenges identified were time management, limited access to quality references, academic writing difficulties, and restricted mentoring. The study recommends strengthening guidance systems, improving digital library access, and providing academic writing and publication mentoring to support the sustainable success of OBE implementation in distance education.
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