IMPLEMENTING DEEP LEARNING IN SCIENTIFIC WRITING INSTRUCTION: ENHANCING STUDENTS’ CRITICAL THINKING AND ACADEMIC WRITING SKILLS IN VOCATIONAL EDUCATION

Ermawati Ermawati; Andi Sukri  Syamsuri; Tasrif Akib

doi:10.61397/jkpp.v4i1.563

Authors

Ermawati Ermawati Universitas Muhammadiyah Makassar
Andi Sukri Syamsuri Universitas Muhammadiyah Makassar
Tasrif Akib Universitas Muhammadiyah Makassar

DOI:

https://doi.org/10.61397/jkpp.v4i1.563

Keywords:

deep learning, scientific writing, mindful learning, meaningful learning, joyful learning, vocational education, qualitative study

Abstract

Scientific writing is an essential literacy competency in vocational education because it requires students to integrate empirical experience, conceptual understanding, evidence, and systematic communication. However, students often experience difficulties in developing scientific arguments and tend to rely on surface learning and reproduction of information. This study examines the implementation of a Deep Learning approach in scientific writing instruction among Grade 11 students at UPTD SMK Negeri Rea Timur, Polewali Mandar, West Sulawesi, Indonesia. Using an interpretive qualitative design with a hermeneutic perspective, the study explored how mindful, meaningful, and joyful learning were integrated into the scientific writing process. Data were collected through participatory observation, semi-structured interviews, and document analysis of lesson plans, student reflections, assessment instruments, and scientific writing drafts. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification, with credibility strengthened through triangulation and member checking. The findings indicate that Deep Learning supported a shift from reproductive learning toward reflective and knowledge-constructive learning. Students became more aware of their thinking processes, connected vocational experiences with academic concepts, and developed more original arguments grounded in empirical evidence. Discussion, scaffolding, peer feedback, and revision further supported progressive improvement in writing quality. Nevertheless, implementation was constrained by surface-learning habits, varied literacy levels, limited instructional time, and difficulties connecting empirical data with theory. The study highlights Deep Learning as an integrated pedagogical orientation for contextually grounded scientific writing instruction in vocational education.

Downloads

Download data is not yet available.

References

Afdal, H. W., Spernes, K., & Hoff-Jenssen, R. (2023). Academic reading as a social practice in higher education. Higher Education, 85, 1337–1355. https://doi.org/10.1007/s10734-022-00893-x

Andayanie, L. M., Adhantoro, M. S., Purnomo, E., & Kurniaji, G. T. (2025). Implementation of deep learning in education: Towards mindful, meaningful, and joyful learning experiences. Journal of Deep Learning, 1(1), 47–56. https://doi.org/10.23917/jdl.v1i1.11157

Azzahra, Y., & Jaya, C. A. (2025). Pendekatan deep learning: Transformasi mindful, meaningful, dan joyful dalam pembelajaran holistik. EduInovasi: Journal of Basic Educational Studies, 5(3), 769–776. https://doi.org/10.47467/edu.v5i3.9245

Dong, Z., Gao, Y., & Schunn, C. D. (2023). Assessing students’ peer feedback literacy in writing: Scale development and validation. Assessment & Evaluation in Higher Education, 48(8), 1103–1118. https://doi.org/10.1080/02602938.2023.2175781

Faurisiawati, M., Supeno, S., & Suparti, S. (2022). Keterampilan menulis laporan praktikum siswa SD dalam pembelajaran IPA menggunakan model project-based learning. EDUKATIF: Jurnal Ilmu Pendidikan, 4(4), 5903–5911. https://doi.org/10.31004/edukatif.v4i4.3314

Feriyanto, F., & Anjariyah, D. (2024). Deep learning approach through meaningful, mindful, and joyful learning: A library research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212. https://doi.org/10.33122/ejeset.v5i2.321

Giawa, I. (2022). The effect of project-based learning and problem-based learning in writing narrative text. International Journal of Educational Research Excellence, 1(1). https://doi.org/10.55299/ijere.v1i1.92

González-Ceballos, I., Palma, M., Serra, J. M., & Esteban-Guitart, M. (2021). Meaningful learning experiences in everyday life during pandemics: A qualitative study. Frontiers in Psychology, 12, 670886. https://doi.org/10.3389/fpsyg.2021.670886

Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading Research Quarterly, 55(S1), S35–S44. https://doi.org/10.1002/rrq.332

Graham, S. (2022). A walk through the landscape of writing: Insights from a program of writing research. Educational Psychologist, 57(2), 55–72. https://doi.org/10.1080/00461520.2021.1951734

Graham, S., Cao, Y., Kim, Y.-S. G., Lee, J., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., & Olson, C. B. (2023). A meta-analysis of writing treatments for students in grades 6–12. Journal of Educational Psychology, 115(7), 1004–1027. https://doi.org/10.1037/edu0000819

Graham, S., Cao, Y., Kim, Y.-S. G., Lee, J., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., & Olson, C. B. (2024). Effective writing instruction for students in grades 6 to 12: A best evidence meta-analysis. Reading and Writing, 38, 1–46. https://doi.org/10.1007/s11145-024-10539-2

Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179–226. https://doi.org/10.3102/0034654320914744

Hidayah, R., & Bakhtiar, A. M. (2022). Pengaruh penggunaan metode fun learning untuk menumbuhkan semangat siswa kelas III. Joyful Learning Journal, 11(4). https://doi.org/10.15294/jlj.v11i4.63657

Hu, J., & Yi, L. (2020). Exploring self-regulated writing process of EFL learners. British Journal of Education, 8(3), 161–177. https://doi.org/10.37745/bje/vol8.no3.pp161-177.2020

Latifi, S. (2021). Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes. British Journal of Educational Technology, 52(2), 768–784. https://doi.org/10.1111/bjet.13054

McKeown, D., FitzPatrick, E., Ennis, R. P., & Sanders, S. (2021). Self-regulated strategy development: A framework for effective instruction across the content areas. Learning Disabilities Research & Practice, 36(3), 184–187. https://doi.org/10.1111/ldrp.12256

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32, 1089–1126. https://doi.org/10.1007/s10648-020-09541-1

Permatasari, K. M., & Agustine, I. (2023). Implemented project-based learning on Japanese writing skills. International Journal of Educational Research & Social Sciences, 4(6). https://doi.org/10.51601/ijersc.v4i6.676

Pham, V. P. H., & Luong, T. K. P. (2023). The incorporation of Facebook-based peer comments into writing revisions: A framework for social-network peer commentaries. SAGE Open, 13. https://doi.org/10.1177/21582440231203462

Phumsit, K., & Tao-ngoen, S. (2022). Project-based learning as a tool to develop English writing skill. ASEAN Journal of Religious and Cultural Research, 5(2), 52–55.

Pontjowulan. (2023). Optimalisasi model pembelajaran berbasis proyek (Project Based Learning) untuk meningkatkan keterampilan menulis karya ilmiah. Jurnal Syntax Transformation, 4(4), 11–23. https://doi.org/10.46799/jst.v4i4.712

Reznani, N. S., Sulistyo, B., & Nurhasanah, N. (2022). Project based learning: An attempt to develop students’ academic writing skills. Pedagogi: Jurnal Ilmu Pendidikan, 22(2), 35–41. https://doi.org/10.24036/pedagogi.v22i2.1401

Rogers, M., Hodge, J., & Counts, J. (2020). Self-regulated strategy development in reading, writing, and mathematics for students with specific learning disabilities. Intervention in School and Clinic, 56(2). https://doi.org/10.1177/0040059920946780

Sanders, S., Rollins, L. H., Mason, L. H., Shaw, A., & Jolivette, K. (2021). Intensification and individualization of self-regulation components within self-regulated strategy development. Intervention in School and Clinic, 56(3). https://doi.org/10.1177/1053451220941414

Sherifi, D., Jia, Y., Hunt, T. J., & Ndanga, M. (2023). Evaluation of a PlayPosit guided group project’s impact on student engagement in an undergraduate course. Discover Education, 2, Article 32. https://doi.org/10.1007/s44217-023-00057-8

Somantri, D., & Yuniarti, Y. (2024). Sinergitas deep learning dan Kurikulum Merdeka: Transformasi pedagogi mindful, meaningful, dan joyful. Jurnal Pedagogik Indonesia, 3(1), 165–172. https://doi.org/10.67025/jpi.v3i1.69

Suijono, S., Andayani, S., Setiawan, B., & Wardani, N. E. (2023). The effectiveness of a textbook based on multicultural and contextual understanding as a learning material for scientific writing. International Journal of Instruction, 16(2), 347–368. https://doi.org/10.29333/iji.2023.16220a

Sumiyati, S. (2022). Peningkatan keterampilan menulis teks prosedur menggunakan model Project Based Learning dengan bantuan video animasi. Bitnet: Jurnal Pendidikan Teknologi Informasi, 7(1). https://doi.org/10.33084/bitnet.v7i1.3373

Suprihatin, D., Winarni, R., Saddhono, K., & Wardani, N. E. (2023). The influence of Indonesian instructional books with a scientific approach on students’ learning outcomes in scientific writing. International Journal of Instruction, 16(2), 557–580. https://doi.org/10.29333/iji.2023.16230a

Suteja, S., & Setiawan, D. (2022). Students’ critical thinking and writing skills in project-based learning. International Journal of Educational Qualitative Quantitative Research, 1(1), 16–22. https://doi.org/10.58418/ijeqqr.v1i1.5

Widiastuti, I. A. M. S. (2023). Exploring the usefulness of project-based learning in enhancing students’ scientific writing skills. Jurnal Santiaji Pendidikan, 13(2), 177–185. https://doi.org/10.36733/jsp.v13i2.7627

Zahro, N. H., Prayitno, H. J., Sarilan, S., & Rohim, D. C. (2025). Joyful learning: Implementation and its impact on HOTS for elementary school students. Journal of Deep Learning, 2(1). https://doi.org/10.23917/jdl.v2i1.11846

Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, 101255. https://doi.org/10.1016/j.jeap.2023.101255