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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE)
Muhammad Rohmadi
Faculty of Teaching Training and Education, Universitas Sebelas Maret
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Students' Perceptions of Scientific Writing Teaching: Implications for Improving Learning Effectiveness Eko Purnomo; Markhamah Markhamah; Harun Joko Prayitno; Muhammad Syahriandi Adhantoro; Muhammad Rohmadi; Norazmie Yusof; Yabit Alas
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.15023

Abstract

This study aims to analyze students’ perceptions of scientific writing learning within an advanced and innovative learning framework. The research employed a descriptive quantitative approach using a Likert-scale questionnaire completed by 202 students. The data were analyzed descriptively to obtain the mean, standard deviation, and percentage distribution across five main aspects: participation and interaction, clarity of materials and use of examples, feedback and collaborative guidance, development of academic skills, and time management and variation in innovative learning methods. The results indicate that all aspects achieved mean scores above 3.00 (on a 1–4 scale), which are categorized as high. The highest scores were obtained for teaching method variation (3.14) and material implementation support (3.14), while the lowest score was found in learning time allocation (3.06). Although the majority of students selected the “Agree” category, the proportion of “Strongly Agree” responses remained relatively low (13–17%), suggesting the need for improvement in time allocation, feedback quality, and diversity of examples provided. This study underscores the importance of interactive learning design, consistent use of formative feedback, and the implementation of innovative learning methods to enhance the quality of students’ learning experiences. These findings can serve as a reference for teachers and schools in designing more effective and sustainable scientific writing instruction strategies.
Co-Authors Eko Purnomo Harun Joko Prayitno Markhamah Markhamah Muhammad Syahriandi Adhantoro Norazmie Yusof Yabit Alas