基于项目的学习在科技论文写作中的应用(以UNJ-UNNES合作课堂为例)

Ninuk Lustyantie, Evi Rosyani Dewi, Nuruddin Nuruddin, Mohamad Syaefudin
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摘要

本研究的目的是确定基于项目学习(Project based learning, PJBL)的科学论文写作的学习过程。研究方法是定量的,采用调查法,从对人口和样本数据的观察,到使用问卷形式的数据收集工具对大量人口普遍适用的结论。对6(6)名学生(20%)的观察和访谈结果表明,他们在学习撰写科学论文时使用的学习方法并没有使他们对学习产生兴趣。此外,3(3)名学生(10%)表示讲师没有始终如一地应用撰写科学文章的学习过程来激发创造力,其中18(18)名学生(60%)解释了在撰写科学文章的学习过程中缺乏基于项目的学习(Project-Based learning)的创造性。另一方面,3名学生(10%)确认讲师没有给学生指明方向。因此,从访谈的结果来看,学生很难取得学习成果。他们不太了解科技文章的写作概念,也不了解科技文章的特点。150名学生的研究最重要的发现是声明“我能写科学论文”产生的频率表示非常能干多达7人或约5%,谁能够回答多达53人或35%,谁说不可以多达54人或36%,那么那些不能够回答多达33人或22%,谁说不可以多达1人或1%。这表明学生写科学文章的能力较差,几乎有36%。在声明中“我知道科学文章”的类型和特点产生的频率规定很好的多达11人约7%,谁回答多达51人或34%,回答中性或没有回答好或坏多达54人或36%,然后那些回答不那么多达28人或19%,谁说不那么多达3人或3%。综上所述,学生并没有真正清楚地了解科学文章的类型和特征。本研究的结论是,基于项目的学习(Project Based Learning, PJBL)是一种有效的教育方法,它注重学生在科学论文写作过程中思维、解决问题和相互作用的相关性,以获得和使用新知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Application of Project Based Learning Learning to Write Scientific Articles (Case Study of UNJ-UNNES Collaboration Class)
The purpose of the study identified the learning process of writing scientific articles based on Project Based Learning (PJBL). The research approach is quantitative with a survey method from an observation on the population and sample data into generally applicable conclusions for a large population using data collection instruments in the form of questionnaires. The results of observations and interviews of 6 (six) students (20%) stated that the learning used in learning to write scientific articles did not interest them in learning. In addition, 3 (three) students (10%) stated that lecturers have not consistently applied the learning process of writing scientific articles to trigger creativity, including 18 (eighteen) students (60%) explained about the lack of creation of Project-Based Learning based learning in the learning process of writing scientific articles. On the other hand, 3 (three) students (10%) confirmed that lecturers did not give direction to students. As a result, as the results of interviews, students have difficulty achieving learning outcomes. They do not understand well about the concept of writing scientific articles, and also the characteristics of scientific articles. The most important finding in the study of 150 students was about the statement "I am able to write scientific articles" produced with a frequency that stated very capable as many as 7 people or about 5%, who answered capable as many as 53 people or 35%, who answered less capable as many as 54 people or 36%, then those who answered less capable as many as 33 people or 22%, and who answered less capable as many as 1 person or 1%. This shows that students are less able to write scientific articles properly and correctly almost 36%. In the statement "I know the types and characteristics of scientific articles" produced a frequency that stated very good as many as 11 people or about 7%, who answered either as many as 51 people or 34%, who answered neutral or did not answer good or bad as many as 54 people or 36%, then those who answered less well as many as 28 people or 19%, and who answered less well as many as 3 people or 3%. In conclusion, students do not really know about the types and characteristics of scientific articles clearly. The conclusion of the research is that Project Based Learning (PJBL) is an effective educational approach that focuses on the relativity of thinking, problem solving, and interaction between students to obtain and use new knowledge in the process of writing scientific articles.
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