Basic Science Courses Research Articles

Assessing gaps in predoctoral dental curriculum for LGBTQ+ specific content.

Despite growing recognition of health disparities faced by the Lesbian, Gay, Bisexual, Transgender, Queer (or Questioning) (LGBTQ+) population, significant gaps remain for inclusion of LGBTQ+ content in health professions education, particularly dental curricula. This study aims to address these gaps by investigating the integration of LGBTQ+ content in a midwestern dental school curriculum. Curriculum mapping and focus group discussions were utilized to identify gaps and recommend integrating LGBTQ+ content into a predoctoral dental curriculum. The Doctor of Dental Surgery program was mapped to identify LGBTQ+ specific content relevant to cultural competency. A focus group of ninefaculty members provided insights and recommendations, with data transcribed and analyzed for themes. Out of 121 courses, 28 included or had potential for LGBTQ+ content, with 16 already inclusive and 12 involving direct patient interaction. Integration varied, highest in the first year (28.6%) and lowest in the fourth year (5%). Focus group themes included the need for broader awareness and education about LGBTQ+ health, integrating topics into basic and behavioral science courses, and addressing practical clinical skills (e.g., using pronouns). Barriers included personal discomfort, lack of formal training, and potential conflicts with personal or religious beliefs. This study highlighted the need for increased faculty awareness and enhanced inclusion of LGBTQ+ content throughout the predoctoral dental curriculum to prepare future practitioners for culturally competent care.

A study of medical students’ experiences at Shiraz University of medical sciences from the implementation of integration in medical education: a qualitative study

BackgroundThe basic science course is the foundation of medical knowledge, and how and in what form the teaching of this course is a vital issue. A successful curriculum should include everything medical students need in their future careers. Basic science education should be such that students clearly understand the relationship between the content and its application in clinical practice. Therefore, the need to change the curriculum of the general medicine course, especially course of the Basic science, in content and layout in an integrated way is felt more than before. This study was designed to explain the experiences of medical students from the Shiraz University of Medical Sciences since the implementation of integration in 2020.MethodsThe present study was qualitative research with a conventional content analysis method. Participants were selected for the interview purposefully. They included 12 Medical students from basic and clinical sciences and 5 faculty members. Data were collected through semi-structured interviews and the content analysis method. Four methods of Goba and Lincoln were used to evaluate the accuracy of the data.ResultsAfter summarizing and analyzing the data, 221 codes were extracted. They were divided into seven subcategories and finally, three main themes including Enjoyable experiences (advantages of the integration system), Upsetting experiences (Disadvantages of the integration system), Resolutions to solving integration problems were extracted. Generally, the findings indicated a positive evaluation of medical students of Shiraz University of Medical Sciences from the integration system, and they stated that the integration causes an interaction between basic and clinical sciences and also increases students’ motivation.ConclusionThe findings indicated a positive evaluation of Shiraz’s medical students of the integrated system. According to the results of this research, it can be said; that the use of integration horizontally and vertically in medical education improves the quality of education compared to traditional methods. The integration of basic and clinical science is important in the sense that can be a powerful tool for learning and acquiring skills, also, it can also help in the promotion of professional development of students and motivate them to study more in interactive manner and be loyal to lifelong learning. study generally showed that combining theoretical and practical courses has advantages and disadvantages, but its advantages are more. Paying attention to the shortcomings, especially in the supply of human resources and professors, and reforming the program with continuous revision are issues that education managers and medical educators of the general medical practice should address.

Capabilities of GPT-4 in ophthalmology: an analysis of model entropy and progress towards human-level medical question answering

BackgroundEvidence on the performance of Generative Pre-trained Transformer 4 (GPT-4), a large language model (LLM), in the ophthalmology question-answering domain is needed.MethodsWe tested GPT-4 on two 260-question multiple choice question...

THE DEVELOPMENT OF BLENDED LEARNING-BASED DIGITAL TEACHING MATERIALS ON KINEMATICS FOR ISLAMIC PRIMARY SCHOOL PROSPECTIVE TEACHERS IN SCIENCE LEARNING

Kinematics is one of fundamental materials in Basic Science Courses for Islamic Primary Schools Prospective Teacher. Kinematics often difficult for student because it needs schematic drawings and formula for motion. Thus, the kinematics teaching materials absolutely needed for Islamic Primary Schools Prospective Teacher. The current findings suggest that the environment in which Islamic Primary Schools Prospective Teachers learn has not been conducive to their growth and development. These initial observations indicate that certain factors may be hindering their progress. Therefore, digital teaching materials are needed that can facilitate the entire science learning process. The purpose of this research is to explicate the development process, along with the validation and comprehensibility of digital science teaching materials as learning media for prospective elementary school teachers in Islamic education. The Lee and Owens development model was used in the creation of this digital teaching material. The Lee Owens developmental model consist of assessment/analysis, need assessment, front-end analysis, design, development, implementation, and evaluation. A material validation questionnaire, media, and a student readability test were used in the questionnaire with Likert scale. The subject of this research are 24 students of Islamic Primary Schools Prospective Teacher in UIN Maulana Malik Ibrahim Malang. The material aspect of product validation showed an average result of 92.08%, while the media validation aspect scored 90.90%. The readability test for digital science teaching materials obtained a score of 83.2%. These findings suggest that digital science teaching materials are highly valid and suitable for use as learning media for prospective Islamic elementary school teachers. As a result, it is possible to conclude that digital science teaching materials are extremely valid and appropriate for use as learning media for prospective Islamic elementary school teachers.

Correlation Studies: The Relationship of Metacognitive Skills and Cognitive Learning Outcomes

Learning basic natural sciences is not only about understanding the universe, but also about developing the trained, critical and analytical thinking needed to succeed in various life contexts. Material in basic natural science learning often involves understanding complex concepts and abstract thought processes, so good metacognitive skills are needed in students. Well-developed metacognitive skills are very important so that students can understand basic concepts and principles well so that they are expected to have a significant correlation with student cognitive learning outcomes. The research uses correlational research methods. The variable relationship that will be looked at in the research is the relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) model. The subjects in this research were students who were taking basic natural science courses. Metacognitive skills are measured using an achievement test integrated with cognitive learning outcomes questions. The data analysis used in the research is correlation analysis and regression analysis. The research results show that there is a relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model. The correlation coefficient (r) value of metacognitive skills with cognitive learning outcomes is 0.945 (very high). The direction of the relationship between metacognitive skills and cognitive learning outcomes is a positive relationship. The coefficient of determination (r2) is 0.893, so it can be explained that the variability in students' cognitive learning outcomes is determined by 89.3% by metacognitive skills. The regression significance value proves that the regression line equation can be used for predictions. The regression line equation for the relationship between metacognitive skills and cognitive learning outcomes using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model is =1.246+1.058X.

Exploring the competence of artificial intelligence programs in the field of oculofacial plastic and orbital surgery

Aims: It aims to evaluate the knowledge level of ChatGPT, Bing, and Bard artificial intelligence chatbots developed based on Large Language Models (LLM) about oculofacial plastic surgery and to investigate the presence of superiority over each other. Methods: Twenty-nine questions that tested knowledge about oculofacial plastic and orbital surgery were taken from the study questions section of the American Academy and Ophthalmology 2022-2023 Basic and Clinical Science Course Oculofacial Plastic and Orbital Surgery. The questions were asked to ChatGPT, Bing, and Bard programs, which are current artificial intelligence chatbots. The questions were classified as either correct or incorrect. Results: ChatGPT gave 44.8% correct answers, Bing 48.3% correct answers, and Bard 58.6% correct answers to 29 questions about artificial intelligence chatbots. No statistical difference was observed between the rates of correct and incorrect answers given by 3 the intelligence programs (p=0.609, Pearson’s chi-squared test). Conclusion: The use of artificial intelligence to access information regarding oculofacial plastic and orbital surgery may provide limited benefits. Care should be taken in terms of accuracy and timeliness when evaluating the results of artificial intelligence programs.

Developing textbook of basic science concepts based on ethnoscience Dalihan Natolu

This research aimed to develop a textbook on basic science concepts based on ethnoscience that is valid, practical, and effective. The research method was R&D and implemented five stages of the ADDIE model. The instrument used in this research is a local wisdom-based textbook validation sheet consisting of a material media, and language validation sheet. There are three experts as a validators according to their field of science, an ethnoscience-based textbook practicality sheet. This sheet serves to determine the practicality of valid textbook design and the effectiveness sheet for ethnoscience-based textbooks based on Natolu ethnoscience. The research results show that the average value of the validity test results for textbooks on basic science concept based on ethnoscience is 81.26% (valid). The effectiveness results show a score of 3.5, which means the textbook developed is included are effective. Based on those results, it can be conclude that the ethnoscience-based basic concept of science textbook is valid, effective, and practical so it is suitable for use in the learning process in the Basic Science course.

Classroom recordings: Utilization and influence on course performance.

Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum. All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p < .05). Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p < .05), yielding moderate to large effect sizes. Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material.

On Multilevel Teaching of Programming in the Basic School Computer Science Course within the Differentiation of Teaching Content.

On Multilevel Teaching of Programming in the Basic School Computer Science Course within the Differentiation of Teaching Content.

Enactment and impact analysis of active learning strategies utilized for the basic science courses in the evaluation of engineering students

The new era of teaching learning process demands more clearance of theoretical aspects utilizing visual strategies. Accordingly, this research focuses on usefulness of student team achievement division (STAD) and project based learning (PjBL) as active learning strategies for comprehensive understanding of basic science courses. The study revealed increased effectiveness of learning, encouraging equal participation, active engagement and supportive learning environment for better understanding of concepts in basic science courses. The usefulness of active learning strategies has been studied by conduction of STAD &amp; PjBL activities for the Engineering Mathematics and Engineering Chemistry courses respectively. The appropriate evaluation and comparative analysis done before and after activity allows to elaborate the efficacy of visual strategies utilized for understanding theoretical concepts. Keywords—Active learning tools, Basic Science Courses, Evaluation Rubrics, Project Based Learning, Student Team Achievement Division

From obese to lean curriculum: exploring students' experiences about developing competencies in medical education.

Since the beginning of the 21st century, competency-based education has been proposed as an approach to education in many disciplines including the medical sciences and it has become a dominant approach in many countries. We aimed to explore the lived experiences of general medical students about developing competencies in the academic curriculum. We conducted a phenomenology method to study lived experiences of general medical students through selecting participants via a purposeful sampling strategy. Snowballing and maximum variation samplings were also applied to recruit additional participants. The study was conducted at a Medical School in Iran. Three successive phases of qualitative data analysis, namely, data reduction by coding, data structuring by categorization, and data interpretation by discussion were applied to analyze the interviews. The results of the research showed that students' lived experiences fall under 4 main themes with 9 subthemes. The main themes show that (1) the compartmentalized curriculum in basic courses is experienced as the missing parts in a puzzle, (2) the physiopathology curriculum is experienced as swimming on land, (3) the externship is experienced as touring a mysterious land, (4) the internship is experienced as unleashed arrows. Our findings reveal that despite the changes already made in the curriculum, its compartmentalization is still a main obstacle to achieving competency-based medical education. A strict requirement for leaving the discipline-based curriculum behind is to use an integrated approach, in which basic science courses are connected with clinical cases, and physiopathology courses are connected with externships and internships.

Health Justice and Systems of Care: A Required Longitudinal Course for MD Students.

Medical education has acknowledged the impact of structural societal factors on health, prompting the need for curricula seeking to eliminate health inequities upstream while simultaneously caring for downstream effects of existing inequities. The Keck School of Medicine of USC (KSOM) implemented one such comprehensive curriculum, Health Justice and Systems of Care (HJSC), integrating health systems science, structural competency, and service-learning in a required course spanning the pre-clerkship and clerkship phases with an optional post clerkship elective. The HJSC course addresses topics including racism in medicine, health inequities, and health systems science. Using transformative learning theory, it fosters critical consciousness and structural competency. Assessments include case analyses, reflections, team-based learning sessions, and group projects related to social justice in healthcare. The program aims to instill cultural humility and practical application, fostering a holistic approach to medical education that implores physicians to become advocates for health justice. Feedback from students indicated generally positive perceptions of the curriculum. Students provided overall positive comments about discussions with guest speakers. However, students expressed a desire for more concrete examples of how health inequities can be remedied. Some found small-group activities less engaging. Other challenges included providing students of different readiness levels with tailored experiences and seamlessly integrating HJSC content within basic and clinical sciences courses. Next steps include continuing to integrate content into the science curriculum and clerkships, improving opportunities for meaningful student interactions, and enhancing faculty development to address health justice concerns in clinical settings.

Analysis of the Quality of Scientific Literacy Question Items on Biodiversity Material Using the ANATES Application

This research aims to analyze the quality of scientific literacy questions on biodiversity material using the ANATES application. ANATES (Test Analysis) is a computer application specifically developed to measure and evaluate the quality of exam questions. The research was conducted by collecting data from a collection of scientific literacy questions on biodiversity material and then analyzing it using ANATES. This type of research is descriptive quantitative. This research was carried out at Padang State University. The research subjects are Biology students in 2023 who are taking basic science courses. The population is all biology students in 2023 who are taking basic science courses. In this case, the sample used was only one class, namely biology education class C, totaling 35 people. The instrument used was scientific literacy questions on biodiversity material, totaling 25 questions. Next, the items are analyzed using ANATES to evaluate validity, reliability, level of difficulty, discriminating power, and distractor quality. The results of the analysis provide an in-depth picture of the quality of the scientific literacy questions on biodiversity material. It is hoped that the findings of this research can contribute to the development of better evaluation instruments for measuring students' understanding of biodiversity material. The implications of this research can be used by teachers, curriculum developers, and educational researchers to improve the quality of science learning at the secondary education level

Modified Flipped Classroom to Increase Readiness, Engagement and Understanding of Midwifery Students in Basic Science Course

&lt;div&gt;&lt;table cellspacing="0" cellpadding="0" align="left"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left" valign="top"&gt;&lt;p&gt;Covid-19 pandemic has prompted an opportunity to use technology to help students understand difficult topics such as basic science. The flipped classroom method has been widely used to increase the students' active roles. This study aims to measure the impact of modified flipped classroom to the undergraduate midwifery student's readiness, engagement, and understanding. This study used an embedded experimental model with an uncontrolled one-group pre-post-test quasi-experimental design on a total sampling of 37 first-year undergraduate diploma midwifery education students. The treatments were exposure to pre-class physiology video teaching materials and the flipped classroom. Kirkpatrick levels 1 and 2 were used to measure satisfaction and learning using closed Likert scales and open-ended questionnaires. Students' pre and post-test scores were measured and analysed using paired t-tests. Open questionnaire answers were analysed using content analysis. The statistical result showed significance difference (p &amp;lt;0.0001) with an increase in the average pre-post test score of 49%. The qualitative data revealed that the modified flipped classroom could increase active learning, self-reflection, learning material mastery and repetition, student readiness, lecturing effectiveness, and learning pace equity. The modified flipped classroom method was effective to increase the readiness, engagement, and understanding of the midwifery students in basic science course&lt;em&gt;. &lt;/em&gt;Suggestions for future researchers are to add additional variables in the study to measure the impact of modified flipped classroom, such as learning motivation, student satisfaction, and academic outcomes. This will provide a more comprehensive picture of the effects of using this method on learning outcomes and student experience.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;strong&gt;&lt;em&gt;Keyword: Flipped classroom, Kirkpatrick, Midwifery, Online learning, Physiology&lt;/em&gt;&lt;/strong&gt;

H5P Based Learning Media to Reinforce Pre-Service Science Teachers’ Critical Thinking Skills: Development and Validation

Student’s critical thinking skills in higher education level should be enhanced using diverse methods, one of which by developing learning media as assistance in conceiving the skills. This study was undertaken to determine the validity of the H5P learning media using ALLR (Activity Based-Lesson Learn-Reflection) model that could be embedded in a Moodle-based learning management system for Basic Science course to reinforce the pre-service science teachers’ critical thinking skills. This study used research and development (R&amp;D) design using 4D development model. The developed learning media was an interactive learning media for Basic Science course that contained the ALLR learning model developed using the H5P platform embedded in Moodle-based SIDIA UNESA learning management system. The media was given to three experts whose expertise were science learning and learning media development. The validation was based on assessment criteria which included content, presentation, and language aspects. The results showd that all the assessment criteria for the learning media developed were declared very valid, except for interactivity sub-criteria which was valid. It can be concluded that H5P-based interactive media in LM with ALLR Learning Model is suitable for improving the critical thinking skills of pre-service science teachers in the Basic Science Course.

Human Anatomy Education: Knowledge, Attitude, Perception and Challenges Encountered by Medical and Nursing Students in Two Gambian Universities

Human Anatomy (HA) is one of the basic science courses in every medical school, and an excellent knowledge and understanding of HA is essential for medical and nursing students. Aim of this research was to evaluate the knowledge, attitude, perception, and challenges in learning Human Anatomy amongst Medical and Nursing students in two Gambian universities. This study was conducted amongst Medical and Nursing students of American International University West Africa (AIUWA) and University of The Gambia (UTG). Both universities are located in The Gambia. 290 randomly selected students consented to this study. Data was obtained by administering a structured questionnaire on students’ knowledge, attitude, perception, and challenges in learning Human Anatomy. Data analysis and comparisons were done with independent samples T-test using IBM, SPSS version 23.0. Level of significance was set at p&lt;0.05, and at a 95% confidence interval. Mean age of the respondents was 20.7±7.4 years, 74.1% were females, and 75.9% of them had a Senior Secondary School Certificate (Ordinary Level) as their highest educational qualification. Only 64.1% of the respondents rated their knowledge of HA as average or above average for their respective professions. Students’ knowledge of HA was 72%, their attitude towards learning HA was 69.8%, their perception of studying HA was 64.4%, and their challenges in learning HA was 57.3%. Comparisons showed that medical students had an insignificantly higher (p&gt;0.05) knowledge of HA than nursing students, and AIUWA students had better knowledge of HA than UTG students (p&gt;0.05). Nursing students had a better attitude toward learning HA than medical students (p&gt;0.05), same as AIUWA students over UTG students (p&gt;0.05). UTG nursing students had the best perception towards learning HA, which was significantly high compared to AIUWA nursing students (p=0.0029). The medical and nursing students in both universities faced similar challenges with UTG medical students mostly affected. Knowledge of Human Anatomy is essential in all medical fields and adequate measures must be put in place to make the learning of this course less tedious for students.

Transformative Strategies in Higher Education: SWOT Analysis for Project-Based Learning Models

This study aims to find out the right strategy for implementing the Project Based Learning (PjBL) model in Basic Science and Mathematics Subjects at the Higher Education level. This research is qualitative with case study method. The data obtained were then analyzed using SWOT analysis. SWOT analysis is used to find out the right strategy in implementing the PjBL model in Basic Science and Mathematics Courses. The results of the analysis are then described descriptively. As for the results of this study, based on the results of IFAS and EFAS calculations, IFAS = 5.037 and EFAS = 4.407. Based on this value, the IFAS and EFAS intersection points are in quadrant II, so the strategy that fits these conditions is the S-T strategy. This condition illustrates that despite facing various threats, the implementation of this PjBL still has internal strength. The strategy that must be implemented is to use strength to take advantage of long-term opportunities by way of a diversification strategy. Based on the SWOT analysis matrix above, strategies that can be implemented to maximize the implementation of the PjBL model in basic science and mathematics courses are Identify learning objectives, Select relevant and challenging projects, Form effective learning teams, Provide support and guidance, Integrate with the curriculum, Comprehensive performance-based evaluation, Collaboration with industry or the community.

A comparative study of Iran's Undergraduate Nursing Education System with the School of Maryland, USA 2023

Introduction: Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA.&#x0D; Methods: The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison.&#x0D; Results: The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses.&#x0D; Conclusion: this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.

Education on Pandemic Condition: The Utilization of SPADA UNRAM and Natural Laboratory in Science Learning

Education is one of the most affected areas by the Covid-19 pandemic, especially learning. This learning is new in the PGSD Study Program at FKIP Mataram University, so monitoring and evaluation are needed. This research aims to describe the process and students' learning outcomes through the implementation of SPADA Unram and the Natural Laboratory. The research sample comprised 63 students who took Basic Natural Sciences or Ilmu Alamiah Dasar (IAD) courses—data collected for eight weeks in October–December. Data about activity and student learning outcomes include (1) the activeness in discussion forums, (2) the discipline in collecting assignments, (3) the skills in completing assignments, and (4) the ability to complete quizzes. Descriptive statistics analyzed data to determine the mean and proportion. Only a tiny proportion (&lt;50%) of students participated in discussion forums. From the disciplinary aspect, the balance of disciplined students is the largest, but many are still not disciplined in uploading assignments at SPADA Unram. Students' skills in completing tasks are excellent, but their ability to complete quizzes is in the fair category. Indicates that improvements are needed to maintain and improve the quality of science learning processes and outcomes during the pandemic.

Implementasi Pembelajaran Berbasis Sikap Ilmiah dan Keterampilan Proses Sains: Bagaimana Respon Mahasiswa Rumpun Non-Sains?

Learning based on scientific attitudes and scientific process skills is common among science students. However, this learning is almost never applied to non-science students, especially Primary School Teacher Education (PGSD) students at Mataram University. The aim of this research is to describe student responses to the implementation of learning based on these two aspects of science. This descriptive research using the survey method was carried out on PGSD students who were taking Basic Natural Sciences (IKD) courses in the odd semester of the 2021-2022 Academic Year. The sample consisted of 167 students who were determined using the purposive sampling method. Response data on learning implementation was measured using a questionnaire instrument which was distributed to respondents via a link in the Google Form application. Based on the survey results, we found that 53.3% of students stated that they had studied science through the research process, and the results were written in the form of scientific papers. As for the impression, the response from all students was positive. The details were 17.4% felt very happy, 53.3% were happy, and the remaining 29.3% answered quite happy. This is encouraged because they benefit from learning based on process skills and scientific attitudes. However, there are still 15.6% of students who experience difficulties in the process. The cause is the obstacles experienced by most of them (87.4%), and there are also students (6%) who feel that the time given is not enough. Some of the difficulties experienced by students include finding research problems (25.1%), formulating titles (26.9%), designing research activities (18%), and collecting data (29.9%). When writing scientific papers, the greatest difficulty lies in writing results and discussion (63.5%), followed by writing research methods (19.8), and the rest is in writing the abstract, introduction, conclusion and bibliography. The sample paper media used can help students in writing papers, but as many as 95.2% of students need additional facilities to practice their writing skills.