Abstract
The purpose of this study was to find out and understand (1) the process of improving scientific essay writing skills through a heutagogical approach to online learning and (2) the effectiveness of applying the heutagogical approach to improving students' scientific essay writing skills. The method used is action research. The research was conducted on students at a university in Jakarta, Indonesia. This research is participatory and collaborative and takes place in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. Data were collected through writing tests and observations. The writing test results were assessed using the speech writing assessment guidelines. The results showed that applying the heutagogical approach in online learning could improve students' scientific essay writing skills. The mean score on the initial test was 67.88, with only 37.2% getting a score of 75. In the first cycle, the average value increased to 74.49 with a success percentage of 60.5, and in the second cycle, the average value increased to 78.95 with a success percentage of 81.4%. From the research results, it can be concluded that the heutagogical approach can improve students' scientific writing skills.
Highlights
The Covid-19 that hit the world, including Indonesia, has caused many changes in the social life sector in the past year
The researcher explains the definition of the heutagogical approach, how it is applied in learning, its advantages, and disadvantages
Based on the results of research and discussion on improving scientific essay writing skills through a heutagogical approach to students at a university in Jakarta, Indonesia, it can be concluded that the heutagogical approach can increase students' enthusiasm and motivation in accepting online learning
Summary
The Covid-19 that hit the world, including Indonesia, has caused many changes in the social life sector in the past year This change occurred from the economic, tourism, socio-cultural sectors to the education sector. In the field of education, teaching and learning activities have changed drastically from those initially conducting offline learning (outside the network), turning into online learning (in the network) (Walukow, 2020) (Oktafia Ika Handarini, 2020); (Sunarti & Mitroharjono, 2021). This change occurs in all levels of education from kindergarten, elementary, junior high, senior high schools to universities. Lecturers do not think about the existence of their students even though students in higher education are adult humans who already have their own way of dealing with and solving problems
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