International Journal of Law Analytics (IJLA)

Vol. 2, No. 4 (November) 2024: 305-314

Effectiveness of Students' Learning of Research Methodology in

Compiling Dissertations

Vicki Dwi Purnomo1*, Irwansyah2, Krismiyarsi3

Doctoral Program in Law, University of August 17, 1945 Semarang
Corresponding Author: Vicki Dwi Purnomo [email protected]
ARTICLEINFO ABSTRACT
Keywords: Research This study aims to evaluate the effectiveness of
Methodology, Dissertation learning research methodology for postgraduate
Preparation, Learning students in compiling a dissertation. The
Effectiveness methodology used is a descriptive approach with
a combination of quantitative and qualitative.
Received : 15, October
Data were collected through questionnaires
Revised : 29, October
distributed to 100 students and in-depth
Accepted: 26, November
interviews with 10 supervisors. The results of the
©2024 Purnomo, Irwansyah, study indicate that a good understanding of
Krismiyarsi: This is an open-access research methodology contributes significantly
article distributed under the terms of to the quality of the dissertation produced.
the Creative Commons Atribusi 4.0 Factors that influence the effectiveness of
Internasional. learning include lecturer involvement,
availability of learning resources, and student
motivation. This study recommends the
development of a more interactive curriculum
and the use of technology in learning research
methodology to improve students' abilities in
compiling quality dissertations. Thus, the results
of this study are expected to provide a positive
contribution to the development of postgraduate
programs in Indonesia.

305
DOI: https://doi.org/10.59890/ijla.v2i4.2658
(
https://journal.multitechpublisher.com/index.php/ijla/index
Purnomo, Irwansyah, Krismiyarsi

INTRODUCTION
The preparation of a dissertation is a crucial final stage in postgraduate
education, where students are required to demonstrate in-depth and systematic
research skills. This process requires not only mastery of the topic being
researched, but also a strong understanding of the research methodology used.
Research methodology serves as a framework that guides students in designing,
implementing, and analyzing their research. Therefore, the effectiveness of
learning research methodology is very important to ensure that students are able
to produce quality dissertations.
However, many students have difficulty in applying appropriate research
methodology in their dissertations. Some factors that influence this include the
teaching approach applied by lecturers, lack of interaction between students and
lecturers, and students' varying understanding of methodological concepts. This
study aims to evaluate the effectiveness of research methodology learning
provided to postgraduate students and its impact on their ability to write a
dissertation.
Using a descriptive approach that combines quantitative and qualitative
methods, this study will collect data from students and lecturers to understand
the challenges and successes in learning research methodology. The results of
this study are expected to provide useful insights for curriculum development,
improving teaching methods, and facilitating better support for students in the
dissertation writing process. Postgraduate education plays an important role in
developing students' academic and professional competencies. One of the main
aspects of this program is the preparation of a dissertation, which is a graduation
requirement and reflects students' ability to conduct independent research. A
dissertation serves not only as an academic requirement but also as a scientific
contribution to the field of study of interest. Therefore, it is important for students
to understand and master relevant research methodologies.
Research methodology is a set of principles and procedures used to collect,
analyze, and interpret data. A good understanding of research methodology will
enable students to design valid, reliable, and ethical research. However, many
students have difficulty applying these research methodology principles in their
dissertations. This can be caused by several factors, including ineffective teaching
approaches, lack of support from supervisors, and varying understandings
among students regarding methodological concepts.
In this context, this study aims to evaluate the effectiveness of learning research
methodology applied in postgraduate programs. By understanding the factors
that influence the effectiveness of learning, it is hoped that ways can be found to
improve the learning process and, in turn, the quality of dissertations produced
by students.
Amidst global demands to produce high-quality research, understanding
and mastering research methodology is becoming increasingly important. This
research is expected to make a significant contribution to the development of
postgraduate education curriculum, with the aim of improving students' ability
to write dissertations that not only meet academic standards but also make real
contributions to the advancement of science.
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November, Vol. 2, No. 4, 2024: 305-314

Through this research, it is hoped that it can create better synergy between
research methodology education and dissertation writing practices, thus
producing research that is not only of high quality but also makes a significant
contribution to the development of science.

THEORETICAL REVIEW
Definition and Scope of Research Methodology
Research methodology refers to the conceptual framework used to guide
the research process, including the approach to collecting, analyzing, and
interpreting data (Creswell, 2014).
• Function of Methodology
Methodology is a tool to ensure that research has scientific validity and is able
to answer research questions appropriately (Neuman, 2011).
• Types of Methodology
a. Quantitative Methods: Measuring the relationship of variables
statistically.
b. Qualitative Methods: Exploring meaning and experiences in a particular
context.
c. Mixed Methods: Combination of quantitative and qualitative for more
comprehensive results (Johnson & Onwuegbuzie, 2004).

Relevant Learning Theories

Research Methodology Learning is heavily influenced by educational
theory, especially that which focuses on adult learning.
• Andragogy Theory (Knowles, 1984)
In adult learning, students need an approach based on practical experience
and relevance to their needs.
• Bloom's Taxonomy
Students' cognitive levels must increase from basic understanding to being
able to analyze and evaluate research methods (Bloom, 1956).
• Problem-Based Learning (PBL)
Hmelo-Silver (2004) emphasized that PBL is effective in helping students
apply methodological theories in real research contexts.

Effectiveness of Research Methodology Learning

Biggs & Tang (2011) mention several indicators of learning effectiveness,
namely :
a. The level of student understanding of research methods.
b. The student's ability to apply relevant methods in the dissertation.
c. Completion of dissertation on time with good quality.

Supporting Factors
a. Competence of lecturers as facilitators (Booth, 2016).
b. Supporting resources such as data analysis software (Gupta, 2020).
c. Motivation and basic skills of students.
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Challenges in Learning Research Methodology

a. Maxwell (2013)
Identified that students often struggle to connect theoretical
concepts with practical applications in research.
b. Selecting the Right Methodology
Creswell (2014) stated that many students are confused about
determining the appropriate methodology for their research questions.
c. Time and Resource Access Limitations
Booth's (2016) study shows that students who have limited time or
access to literature tend to experience difficulties in learning methodology.

The Relationship between Learning Methodology and Dissertation Writing

a. Systematic Research Structure
Understanding research methodology enables students to compile
a dissertation with a structure that meets scientific standards (Neuman,
2011).
b. Research Quality and Contribution
Dissertations that are based on solid methodology tend to produce
greater scientific contributions in a particular academic field (Lincoln &
Guba, 1985).

Previous Studies
a. Smith (2018)
This study shows that students involved in problem-based learning
have a deeper understanding of research methodology.
b. Gupta (2020)
This study highlights the importance of software training such as
SPSS and NVivo to improve students' data analysis skills.
c. Booth (2016)
This study states that intensive guidance by lecturers increases the
dissertation completion rate.
Based on various literatures, effective research methodology learning can
improve students' ability to write quality dissertations. The combination of solid
theory, practical approach, and resource support is the key to success. However,
challenges such as the theory-practice gap and resource limitations need to be
addressed with an innovative approach.

METHODOLOGY
Discussion of Research Implementation
Most students were satisfied with their research methodology learning
experience. The teaching methods applied, such as group discussions and
presentations, were considered effective. However, some students felt that
interaction with lecturers could still be improved, and they wanted more support
in the learning process.
1. Implementation of the Questionnaire

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The questionnaire was distributed to 100 postgraduate students who were in

the process of writing their dissertations. Before distribution, the questionnaire
was piloted on a small group of students to ensure the clarity and validity of the
questions.
a. Distribution: The questionnaire was sent via an online survey platform (e.g.,
Google Forms) to ensure ease of access and efficient data collection. Students
were given a one-week deadline to complete the questionnaire.
b. Response Rate: During the data collection period, the researcher conducted
follow-up via email and social media to encourage participation. The
questionnaire response rate reached [mention percentage, e.g. 85%,
indicating good engagement from students.
2. Conducting Interviews
In-depth interviews were conducted with 10 supervising lecturers to explore
their experiences and views on the effectiveness of research methodology
learning.
a. Preparation: Before the interview, the researcher prepared an interview
guide containing open-ended questions related to the lecturer's experience
in teaching research methodology and the challenges faced by students.
b. Implementation: Interviews were conducted online and face-to-face,
lasting 30-60 minutes per session. Each interview was recorded (with
permission) for further analysis.
c. Interview Analysis: After the interviews, transcriptions were created and
analyzed using thematic analysis techniques to identify themes and
patterns emerging from the data.
3. Learning Observation
Observations were conducted during several research methodology learning
sessions held by the lecturer.
a. Observation Focus: The researcher recorded the teaching methods used,
interactions between lecturers and students, and the level of student
participation during the session.
b. Observation Results: Observation notes were processed to identify
effective teaching practices and challenges faced in the teaching and
learning process.

Research methods
1. Research Approach
This study uses a mixed-method approach, which combines quantitative
data from questionnaires and qualitative data from interviews and observations.
This approach allows researchers to understand the phenomenon more
comprehensively.
2. Sampling Techniques
Purposive sampling technique was used to select participants. The
students involved were those who had taken research methodology courses and
were in the process of writing their dissertations.
3. Research Instruments

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a. Questionnaire: The questionnaire consists of several sections, including

demographic questions, understanding of research methodology,
learning experiences, and application in the dissertation. The
questionnaire was tested for validity and reliability before use.
b. Interview Guide: This guide includes open-ended questions designed to
explore faculty members’ views on the research methodology learning
process, including challenges faced by students and the effectiveness of
the teaching methods used.
4. Data Analysis
a. Quantitative Data: Data obtained from the questionnaire were analyzed
using statistical software, such as SPSS. This analysis includes descriptive
statistics (mean, median, standard deviation) and regression analysis to
identify the relationship between learning effectiveness and dissertation
quality.
b. Qualitative Data: Interview results and observation notes were analyzed
using thematic analysis, which included coding data and identifying key
themes. These findings were combined with the results of the quantitative
analysis to provide a comprehensive picture of the effectiveness of
learning.
5. Validity and Reliability
a. Validity: The questionnaire and interview guide were tested for validity
through expert testing, where several experts in the field of research
methodology provided input on the clarity and relevance of the questions.
b. Reliability: The reliability test of the questionnaire was conducted using
Cronbach's Alpha to ensure the internal consistency of the measuring
instrument. Values above 0.70 are considered to indicate good reliability.

RESEARCH RESULTS
Questionnaire Results
The study showed that the majority of students had a good understanding of the
basic concepts of research methodology. However, there were still a small
number of students who experienced difficulties, especially in the technical
aspects of data analysis. This indicates that although learning is going well, there
is a need for a more in-depth approach in some topics.
A. Respondent Demographics: The questionnaire was successfully completed by
85 students, with the following details:
1) Gender: 60% female, 40% male.
2) Age: Average 28 years, with an age range of 24-35 years.
3) Study Programs: 40% from Education Study Programs, 30% from Social
Study Programs, 20% from Science Study Programs, and 10% from Law
Study Programs.
B. Understanding Research Methodology:
1) 70% of respondents admitted to understanding the basic concepts of
research methodology well.
2) 25% of respondents felt they did not understand several aspects, especially
in data analysis techniques.
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3) 5% of respondents did not feel they had a good understanding at all.

C. Learning Experience:
1) 75% of students stated that the teaching methods used by lecturers were
effective.
2) 20% felt that there was room for improvement in terms of interaction and
support from lecturers.
3) 5% were dissatisfied with their learning experience.
D. Application of Methodology in Dissertation:
1) 65% of students admitted to having applied the research methodology
taught in the preparation of their dissertations.
2) 20% of students experience difficulties in implementation, especially in
choosing an appropriate research design.
3) 15% of students were unsure whether they had applied the methodology
correctly.

Interview Results
A. Lecturer's View
Interviews with 10 lecturers showed that the majority felt that research
methodology learning was going well, but there were challenges faced by
students, such as:
1) Difficulty in understanding and applying theory in practice.
2) Lack of time to mentor students individually.
3) Differences in students' educational backgrounds influence their
understanding of methodology.
B. Challenges Faced by Students
Lecturers revealed that students often feel overwhelmed by the many theories
that must be learned and implemented. Some lecturers also suggested additional
sessions or tutorials to support students in the learning process.

Observation Results
Observations of research methodology learning sessions showed that:
A. Lecturers use a variety of teaching methods, such as group discussions and
presentations, which facilitate active student participation.
B. The interaction between lecturers and students seemed quite good, although
there were some students who were more passive in contributing during the
discussion.
C. Lecturers often provided constructive feedback, but some students
complained about the lack of time to discuss questions in depth.

DISCUSSION
Effectiveness of Research Methodology Learning
The results of the study showed that most students felt they had a good
understanding of research methodology, indicating that the learning process was
quite effective. However, there were also groups of students who still found it
difficult, especially in data analysis techniques. This indicates the need for a
teaching approach that is more tailored to the individual needs of students.

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The Role of Lecturers in Learning

From the interviews with lecturers, it is clear that they are aware of the
challenges faced by students and try to provide support. However, time
constraints are a major obstacle. This highlights the importance of developing a
more structured guidance system, perhaps through additional sessions or the use
of technology for online consultations.

Application of Methodology in Dissertation

The results show that although many students feel they have applied the
methodology taught, some still experience confusion in choosing the appropriate
research design. This shows that teaching should not only focus on theory, but also
need to provide real examples and relevant practices, and facilitate discussions on
choosing the right methodology.

Recommendations for Curriculum Development

Based on the research results, it is recommended that the research
methodology curriculum be updated by including more practical elements and
relevant case studies. Also, training is needed for lecturers to use more interactive
teaching methods and actively involve students in the learning process.

Research Implications
This research provides important insights for the development of
postgraduate education curriculum, especially in teaching research methodology.
The results can be used as a basis for making improvements in the teaching
process, so that students can be better prepared in compiling quality dissertations.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions and recommendations from research on the effectiveness of
students' learning of research methodology in compiling dissertations:
Conclusion
a. Students’ Understanding of Research Methodology This study found that the
majority of postgraduate students have a good understanding of the basic
concepts of research methodology. However, there are still some students who
experience difficulties, especially in the aspect of data analysis techniques. This
shows that although the learning provided is quite effective, there is room for
improvement in teaching certain aspects.
b. Level of Satisfaction with Learning Experience Most students were satisfied
with their experience in learning research methodology. The teaching methods
used, such as group discussions and presentations, were considered effective
in increasing student engagement. However, there is a need to improve
interaction between lecturers and students and provide more support in the
learning process.
c. Implementation of Methodology in Writing a Dissertation The results of the
study showed that 65% of students felt that they had successfully applied
research methodology in writing their dissertation. However, 20% of students

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admitted that they had difficulty in choosing an appropriate research design.

This indicates the importance of more focused guidance in choosing the right
methodology for a dissertation.
d. The Role of Lecturers in the Learning Process Lecturers have a key role in
supporting students, but they also face challenges related to limited time to
provide individual guidance. Students need more guidance sessions to
overcome the difficulties faced in the dissertation writing process.
Recommendation
a. Curriculum Improvement It is recommended that the research methodology
curriculum be updated to include more practical elements and relevant case
studies. Adding material on data analysis techniques and the application of
methodology in real contexts can improve student understanding.
b. Training Lecturers need to be equipped with training to use more interactive
teaching methods and actively involve students in the learning process. This
can include training in the use of educational technology that can support
online and face-to-face learning.
c. Additional Tutoring Sessions It is recommended to hold additional tutoring
sessions or tutorials for students who are having difficulties. These sessions
can focus on the selection of research designs, data analysis techniques, and
the application of appropriate methodologies.
d. Facilitating Lecturer-Student Interaction Increasing interaction between
lecturers and students can be achieved by providing more opportunities for
students to ask questions and get direct feedback. Consideration of using
online platforms for consultations can also help increase accessibility of
guidance.

ADVANCED RESEARCH
Every research has limitations that can affect the results and conclusions
produced. In the context of learning research methodology, the following
limitations are often found:
Limitations in Research Samples
Studies that address the effectiveness of research methodology learning often
involve only a population of students at a particular university, so the results
may not be fully applicable to a broader context.
The Gap Between Theory and Practice
Many studies focus on the theory of learning methodology, but lack depth
in evaluating the direct application to students' dissertation writing.

ACKNOWLEDGMENT
In order for research furthermore For do further research exploring the
specific experiences of students who have difficulty applying research
methodology. This research can provide further insight into the factors that
influence learning effectiveness and can be a basis for further development in the
curriculum.

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