Tantangan dan Strategi Implementasi Outcome-Based Education pada Mata Kuliah Bahasa Indonesia Melalui Project-Based Learning: Perspektif Dosen Pengampu

Mega Pratiwi; Yustina Fitriani; Chairoh Ulfa

doi:10.55681/nusra.v7i4.6649

Authors

Mega Pratiwi Institut Teknologi Kalimantan
Yustina Fitriani Institut Teknologi Kalimantan, Indonesia
Chairoh Ulfa Institut Teknologi Kalimantan, Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i4.6649

Keywords:

Implementation challenges, Indonesia language, instructional strategies, lecturers' perspectives, Ooutcome-base Education, Project-based Learning

Abstract

This study aims to explore the challenges and strategies associated with the implementation of Outcome-Based Education (OBE) through Project-Based Learning (PjBL) in Indonesian Language courses from the perspectives of instructors. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with lecturers responsible for Indonesian Language courses who had implemented the OBE-PjBL approach. The data were analyzed using thematic analysis to identify lecturers’ experiences in implementing outcome-oriented and project-based learning. The findings indicate that lecturers perceive OBE as an educational approach focused on achieving measurable learning outcomes through research proposal writing projects aligned with the intended course learning outcomes. Although the implementation of OBE-PjBL was considered effective in enhancing students’ academic writing skills, critical thinking, and problem-solving abilities, lecturers encountered several challenges, including large class sizes, limited supervision time, students’ inadequate preparedness for academic writing, and the substantial workload associated with project assessment and review. To address these challenges, lecturers adopted various strategies, including technology-assisted monitoring, scaffolded supervision, consultation sessions beyond regular class hours, and the provision of structured project guidelines and templates. The findings further suggest that the successful implementation of OBE through PjBL depends not only on outcome-oriented instructional design but also on institutional support, including adequate time allocation, a balanced lecturer-to-student ratio, and effective mentoring systems. This study provides important implications for curriculum development and the implementation of OBE-based Indonesian Language instruction in higher education.

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