Scientific Writing Guidance for Elementary School Teacher Candidate through Synchronous and Asynchronous

• Published in: Jurnal Penelitian Ilmu Pendidikan Vol. 15; no. 2
• Main Authors: Yuliyanto, Aan, Muqodas, Idat, Khairunnisa, Shadrina Afra, Febriyani, Frida, Sofiasyari, Irma
• Format: Journal Article
• Language: English
• Published: 01.10.2022
• ISSN: 1979-9594; 2541-5492
• DOI: 10.21831/jpipfip.v15i2.48257

The purpose of this study is to understand the process of guidance on writing scientific articles through synchronous and asynchronous models for students as the outcome of field studies on children with special needs. The research was conducted through a pre-experimental design with one-shot case studies. One hundred fourteen elementary school teacher candidates at a state campus in Purwakarta Regency were involved in this study by filling out a questionnaire. Data dianalisis melalui analisis data survei. Guidance with a synchronous model utilizes the Zoom application, while asynchronous uses tutorials via YouTube and Google Classroom. Synchronous guidance allows students to have virtual discussions and receive direct explanations from lecturers, while asynchronous guidance makes it easier for students to review topics that have not been understood flexibly, cost-effectively, and comfortably. Guidance on writing scientific articles through synchronous and asynchronous models is considered effective in increasing the ability and confidence of elementary school teachers candidates in writing scientific articles. Combining synchronous and asynchronous models can create varied scientific article writing guidance and minimize the shortcomings of both. Experts are advised to explore various methods and digital platforms to provide guidance and access various sources to learn good scientific writing