Do Task-Based and Competency-Based Learning Models Influence Learner Autonomy and Student Learning Outcomes?: Writing Courses

Rahmi Lailatul Mubarokah, Yatim Riyanto, Andi Mariono

Abstract

This study examines the relationship between task-based and competency-based learning models on student autonomy and student learning outcomes in writing courses. Structural Equation Modeling was adopted to get a detailed understanding of the influence between variables. This study involved around 104 students in writing courses at the Majapahit Islamic University, Mojokerto. These findings indicate that several task-based and competency-based learning models affect students' autonomy and student learning outcomes in learning writing courses. In part, the task-based learning model has an insignificant impact on the formation of learning outcomes. Furthermore, this study found a significant difference between task-based learning models' impacts on learning outcomes. Meanwhile, the relationship between other variables shows no significant difference between task-based learning models and competency-based learning on student autonomy and student learning outcomes in writing courses at the Majapahit Islamic University, Mojokerto. These results imply that selecting learning models in writing courses with task-based and competency-based learning can encourage establishing independence and student learning outcomes.

 

Keywords: task-based learning, competency-based learning, learner autonomy, learning outcomes.


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