Enhancing Scientific Writing Skills Through Source-Based Writing Tasks in Biology Education Hardini Puspitaningrum (a*), Kusnadi (a)
(a) Study Program of Biology Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jalan Setiabudhi 229, Bandung 40154, Indonesia
*hardinipuspita020196[at]upi.edu
Abstract
Scientific writing is an essential skill for university students, particularly in the field of biology education. However, many students continue to struggle with composing scientific papers in a systematic and logical manner that adheres to academic conventions. This study aimed to enhance students^ scientific writing skills through the implementation of source-based writing tasks. A pre-experimental design using a one-group pretest-posttest model was employed, involving 45 undergraduate students from the Biology Education Program who were enrolled in a course titled Biology Education Studies and Scientific Writing. A non-test instrument, in the form of research proposals written by the students, was used to assess their writing skills-specifically their ability to develop a research background, formulate research problems and objectives, construct a theoretical framework, and design the research methodology. The intervention required students to review international journal articles and compose scientific review papers based on their analyses of the literature, which were categorized as source-based writing tasks. This activity was integrated into classroom instruction to encourage students to engage with credible academic sources and apply them in their writing. Data were analyzed using the Wilcoxon Signed-Rank test to compare pretest and posttest results, and N-Gain scores were calculated to measure the level of improvement. The findings revealed a significant improvement (p < 0.001) in students^ scientific writing skills following the intervention, with an average N-Gain score of 70.34, indicating a high level of effectiveness. These results suggest that source-based writing tasks are effective in enhancing the scientific writing abilities of biology education students.
