Implementation of the Ubiquitous Learning Model in Improving the Writing Skills of PGMI Students
Keywords:
Ubiquitous LearningAbstract
Purpose: This study aims to examine the implementation of the Ubiquitous Learning model in teaching PGMI students to write short scientific papers and to analyze the implications, supporting factors, and obstacles to its implementation. This study was conducted to address the need for flexible, collaborative writing instruction that is in line with strengthening the digital literacy of prospective teachers in the era of technology-based education.
Study design/methodology/approach: This study used a descriptive qualitative approach with an implementative design. Learning activities were carried out over eight meetings by integrating the Google Classroom, WhatsApp, and Google Docs digital platforms. Data were collected through observation of the learning process, analysis of student writing assignments, and reflections and feedback during the activities. Data analysis was conducted thematically to identify patterns of implementation, learning implications, supporting factors, and obstacles that arose.
Findings: The results of the study show that the application of Ubiquitous Learning can increase student engagement in the writing process, strengthen academic collaboration, and improve the quality of writing in terms of coherence of ideas, paragraph structure, and the use of scientific references. Students also showed an increase in learning independence and self-efficacy in writing through a process of repeated revision and real-time feedback. However, this study found obstacles in the form of limited internet infrastructure in rural areas, poor time management among some students, and the emergence of digital anxiety in the early stages of online learning.
Research limitations/implications: The limitations of this study lie in the context of regions with uneven digital infrastructure, so that the results do not fully represent the conditions of universities with more established access to technology. The implications of the study emphasize the importance of digital infrastructure support, strengthening students' self-regulation abilities, and continuous pedagogical assistance in ubiquitous-based learning.
Originality/value: This study provides empirical contributions regarding the application of Ubiquitous Learning in scientific writing in higher religious education, emphasizing the integration of learning processes, academic collaboration, and the psychosocial aspects of students as efforts to develop 21st-century competencies.
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