Students perception of scientific writing class on their learning gains

Masniah, Siti (2021) Students perception of scientific writing class on their learning gains. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Tugas menulis adalah tugas umum, praktik evaluasi di perguruan tinggi untuk mengukur pembelajaran dari siswa (O'Brien et al., 2016, hlm. 1). Siswa memasuki program dengan kemampuan dan kekurangan yang berbeda seperti kemampuan mengungkapkan ide secara jelas, mengevaluasi, dan mengintegrasikan berbagai jenis literatur. Penulisan ilmiah memungkinkan siswa untuk menganalisis dan mendeskripsikan pemikiran mereka, mensintesis pemikiran mereka, dan berinteraksi dengan orang lain.

Penelitian ini dilakukan untuk mengetahui persepsi siswa terhadap kelas menulis ilmiah terhadap hasil belajarnya menggunakan metode kuantitatif dengan melakukan survei kepada 105 siswa program studi Pendidikan Bahasa Inggris. Sampel diambil berdasarkan teknik random. Pengumpulan data dilakukan dengan menggunakan kuesioner.

Hasil penelitian ini adalah: kategori materi pembelajaran pada mata kuliah menulis ilmiah, ditemukan interpretasi sangat positif pada materi pembelajaran kategori, dengan persentase diperoleh 90% dengan mengintegrasikan sumber. 89% menurut penelitian dan penulisan mendapat kategori sangat baik. Struktur mendapat kategori sangat baik dengan hasil persentase 86%. Kategori strategi pembelajaran dengan persentase diperoleh 91% melalui umpan balik. 85% melalui teknik mendapat kategori sangat baik. Tugas menulis kategori dengan persentase diperoleh 87% dengan review. 81% persentase rencana penelitian mendapat kategori sangat baik.

Kesimpulannya, berdasarkan hasil di atas, sebagian besar mahasiswa pada kelas menulis ilmiah telah mempelajari semua materi, strategi, dan mahasiswa mampu memahami tugas-tugas menulis yang telah diberikan oleh dosen dalam meningkatkan keterampilan menulis ilmiah seperti menulis. esai, abstrak, dan proposal tesis. Hal ini juga berarti bahwa karya tulis ilmiah merupakan materi pembelajaran yang mempengaruhi kemajuan hasil belajar siswa dalam menulis karya ilmiah

ABSTRACT

Writing tasks are a common assignment, practice of evaluation in higher education for measuring learning from students (O'Brien et al., 2016, p. 1). Students enter the program with different abilities and deficiencies such as the ability to express ideas clearly, evaluate, and integrate various different kinds of literature. Scientific writing enables students to analyze and describe their thinking, synthesize their thoughts, and interact with others.

This study was carried out in order to know the students perception of scientific writing class on their learning gains used quantitative with survey to 105 students English Education study program. The sample was taken based on random technique. The data collected by using questionnaire.

The results of the study are : category learning materials in scientific writing course, the researcher was found that very positive interpretation in category learning materials, with percentage was obtained 90% by integrate sources. 89% by research and writing was got very good category. Structure got very good category with the result of 86% percentage. Category learning strategy with percentage was obtained 91% by feedback. 85% by technique was got very good category. Category writing task with percentage was obtained 87% by review. 81% percentage by research plan was got very good category.

In conclusion, based on the result above, most of the students in the scientific writing class have studied all the materials, strategies, and students are able to understand the writing tasks that have been given by the lecturer in improving scientific writing skills such as writing essays, abstracts, and thesis proposals. This also means that the scientific writing is a learning material that affects the progress student of learning gains in writing scientific papers.

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