A Comparative Study in Final Project Implementation of Indonesia and Brunei Darussalam

Annindita Hartono Putri (Faculty of Education and Teacher Training, Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia)
Muhammad Jafar Shodiq (Faculty of Education and Teacher Training, Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia)
Fika Noor Muhammad (Faculty of Ushuluddin, Universiti Islam Sultan Sharif Ali, Brunei Darussalam)
M. Aqil Arfan Bin Arjune (Faculty of Education, Kolej Universiti Perguruan Ugama, Brunei Darussalam)

Journal of Innovation in Educational and Cultural Research
Vol 6, No 3 (2025)

This study explores the implementation of final projects in higher education systems in Indonesia and Brunei Darussalam to understand their role in shaping the student learning experience. Using a qualitative approach, data were collected through observation, interviews, and document analysis, followed by data condensation, presentation, and conclusion drawing. The findings highlight how academic policies shape the forms and expectations of final projects. In Indonesia, undergraduate final projects are predominantly in the form of theses, while alternatives such as prototypes and projects are emerging depending on institutional policies. Master's and doctoral programs typically involve theses or dissertations. In Brunei, institutions adopt varied approaches: internships at KUPU SB and theses at UNISSA are common for undergraduates, with master's and doctoral programs offering flexibility between research-based theses and coursework. This study concludes that academic frameworks significantly influence student learning dynamics and outcomes. It contributes to educational research by providing insights into the relationship between institutional practices and higher education learning experiences.