Effects of an OBE-Based Semester Learning Plan on Student Competencies and Learning Outcomes: A Quasi Experimental Study in an Learning Strategies Course

Abstract

This study investigated the effectiveness of implementing an Outcome-Based Education (OBE)-based Semester Learning Plan (RPS) compared to a conventional RPS on student learning process indicators, competencies, and learning outcomes in the Learning Strategies course. Utilizing a quantitative quasi-experimental pre-test–post-test control group design, the study involved a total of N=60 undergraduate students in the Department of Economics Education, divided equally into an experimental group (n=30) and a control group (n=30) taught by the same lecturer over a 16-week intervention. Data were collected using validated cognitive achievement tests (0–100 scale), multi-item 5-point Likert questionnaires, and structured observation rubrics. Scores for participation, competency development, and authentic assessment were quantified as standardized percentages representing the ratio of achieved raw scores to maximum possible scores. To control for baseline differences, Analysis of Covariance (ANCOVA) was performed. The results revealed that the experimental group achieved significantly higher adjusted post-test learning outcomes compared to the control group (F(1,57)=128.45,p<0.001,η_p^2=0.691). Furthermore, independent samples t-tests indicated statistically significant superiority in the experimental group across student participation (X ̅=95.83% vs. 67.24%, t(58)=-23.15,p<0.001,d=5.98), competency development (X ̅=93.20% vs. 71.90%, t(58)=-15.82,p<0.001,d=4.09), and authentic assessment (X ̅=88.90% vs. 61.15%, t(58)=-17.31,p<0.001,d=4.47). While the findings indicate that structured OBE-based instructional planning is associated with improved student engagement and skill mastery within the evaluated course, generalizability is limited by the sample size and quasi-experimental design.