ARTS STUDENTS’ CREATIVITY IN WRITING SCIENTIFIC ARTICLES THROUGH CONCEPT MAPPING

Ayu Niza Machfauzia, Anik Juwariyah, Retnayu Prasetyanti Sekti

Abstract


Scientific writing is a special or formal writing style used in the scientific community to communicate research, information, and ideas to the wider community. In preparing academic writing, it is necessary to follow a series of specific guidelines and conventions. Therefore, in preparing scientific writing, the writer's creativity is needed. This study examines how students can write scientifically creatively, which is a strengthening for students as prospective arts teachers in the 21st century, through concept mapping. A phenomenological approach was used in this study. Twelve master's program students of the Universitas Negeri Surabaya, Cultural Arts Education Study Program, wrote scientific articles creatively through conceptual mapping that had been developed. To get to the core of their experience, the data were carefully examined through interpretive phenomenological analysis that included an initial focus on the path of inquiry, acquisition of themes through mind mapping, identification of shared meanings, final interpretation, and dissemination of interpretations. Furthermore, the students were interviewed in a semi-structured manner. The findings show that students can write scientifically creatively through the use of conceptual mapping. This is shown by the fourteen student articles compiled, five of which have been successfully published in journals of accredited Sinta two and Sinta four. Three articles have received LoA, and six student articles have not been published in the journal Sinta four. The implication of this finding is that concept mapping can be implemented as a creative and effective learning tool to stimulate students' thinking and creativity, especially in writing scientific articles.

Keywords


academic writing; arts education; concept mapping; cultural arts

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DOI: https://doi.org/10.17509/ije.v18i2.68625

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