IMPROVING SCIENTIFIC JOURNAL WRITING SKILLS THROUGH THE USE OF E-BOOKS ON RESEARCH METHODOLOGY: CLASSROOM ACTION RESEARCH

Abstract

Before the classroom action research (PTK) was conducted, some students still struggled to develop ideas, organize the structure of an article, cite references, and edit manuscripts according to academic standards. This study aims to improve students’ ability to write scientific journal articles through the use of an e-book on research methodology. This study employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles consisting of the planning, action, observation, and reflection stages. The assessment instruments in this study were a rubric for evaluating students’ scientific journal article writing skills and an observation sheet to monitor the learning process. The research subjects consisted of 18 fifth-semester students in the Islamic Religious Education Program at STAI Al-Hikmah Medan during the 2025/2026 academic year, who were enrolled in the Research Methodology course. The writing skill indicators measured included the ability to develop ideas, organize the structure of an article, construct arguments, use references, employ scientific language, and revise and edit the text. Research data were obtained through the assessment of journal article writing skills and observations, and were subsequently analyzed using descriptive quantitative methods. The research results show a gradual improvement in scientific journal writing skills. In the pre-cycle, the students’ average score was 67.6, with a mastery rate of 38.9% (7 students). In Cycle I, the average score increased to 74.6, with a mastery rate of 66.7% (12 students). In Cycle II, the average score increased again to 81.05, with a mastery rate of 83.3% (15 students). In addition to improved learning outcomes, this study also resulted in two published scientific journal articles. Thus, the use of the e-book “Research Methodology,” combined with writing exercises, guidance, feedback, and revisions, can serve as a learning strategy to improve PAI students’ ability to write scientific journal articles and create a learning process that is more active, collaborative, and focused on academic output.