Application of Project Based Learning Learning to Write Scientific Articles (Case Study of UNJ-UNNES Collaboration Class)

Abstract

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.