OVERCOMING DIFFICULTIES IN WRITING SCIENTIFIC ARTICLES THROUGH THE IMPLEMENTATION OF THE SCAFFOLDED WRITING MODEL IN HIGHER EDUCATION
Keywords:
scaffolded writing, writing scientific articles, academic literacyAbstract
Writing scientific articles is a complex academic literacy skill and remains a challenge for university students. This study aims to identify students' difficulties in writing scientific articles, analyze the application of the Scaffolded Writing model, and examine students' perceptions of its application. This study used a qualitative approach with a case study design conducted on students of the Diploma 3 Nursing Study Program. Data were obtained through observation, in-depth interviews, and documentation of twelve student scientific articles, then analyzed using the Miles and Huberman interactive model. The results showed that students experienced difficulties in four main aspects: organizing the structure of scientific articles, writing systems, using academic language, and writing references. The application of the Scaffolded Writing model through the stages of modeling, intensive mentoring, structured revision, and independent writing was proven to be able to help students overcome these difficulties and improve the quality of their writing. In addition, students showed positive perceptions of this model, especially in improving understanding of the structure, facilitating the writing process, and increasing self-confidence. The conclusion of this study confirms that the Scaffolded Writing model is effective in improving students' scientific article writing skills from both cognitive and affective aspects. Therefore, this model is recommended for implementation in writing learning in universities. Further research is recommended to test the effectiveness of this model more broadly with diverse approaches.
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