STUDENTS' SCIENTIFIC WRITING ABILITIES IN DISTANCE LEARNING: THE IMPACT OF METORING AND ONLINE RESOURCES

Abstract

This research examined students' experiences, abilities and challenges in writing scientific articles, especially in the context of distance education in scientific writing courses. The background of this research is based on the importance of scientific writing skills for students, especially in learning environments that rely on online technology. This research aims to understand the extent of the impact of online resources, such as online libraries, artificial intelligence, and e-learning platforms, as well as mentoring through distance learning methods, on students' scientific writing abilities. This research was conducted using a mixed methods design, which combines descriptive qualitative and quantitative approaches to describe students' abilities in writing scientific papers. The instruments used were questionnaires covering various aspects such as writing experience, ability to write articles, use of resources, and effectiveness of mentoring through distance learning. Questionnaires were distributed to 84 students at the Faculty of Teacher Training and Education at Universitas Terbuka who had taken scientific writing courses. The research results show that even though students feel they have basic skills in scientific writing, they still face significant challenges, including difficulties in time management, finding relevant references, and technical problems during guidance in distance learning. This research concludes that quality support in the form of structured guidance and improving the quality and accessibility of online resources is vital to helping students write quality scientific articles.