L’Apprentissage du Cours de Rédaction Scientifique basé sur Le Project: Analyse Théorique
DOI:
https://doi.org/10.24114/hxg.v13i1.59167Keywords:
articles scientifiques, analyse théorique, hybride, projet, rédaction scientifique.Abstract
La rédaction d'un article scientifique est le processus de rédaction d'un document destiné à être publié dans une revue. Le but de cette recherche collaborative nationale à la Faculté des langues de l'Universitas Negeri Jakarta (UNJ) et de l'Universitas Negeri Semarang (UNNES) en Indonésie est de découvrir le processus de mise en œuvre de l'apprentissage hybride-project based learning (H-PjBL) dans l'apprentissage de la rédaction d'articles scientifiques et de déterminer les forces, les faiblesses, les opportunités et les menaces de l'apprentissage. Cette méthode d'analyse de la littérature a été réalisée en recherchant et en rassemblant des articles pertinents avec les mots clés "implementation of hybrid et project-based learning" (mise en œuvre de l'apprentissage hybride et de l'apprentissage par projet). Les résultats de la recherche comportent 50 articles qui montrent que l'apprentissage hybride basé sur des projets a un impact positif sur l'apprentissage et qu'il est efficacement utilisé. Les résultats de cette étude ont démontré que l'apprentissage hybride-project based learning (H-PjBL) offre une bonne qualité de projets d'articles scientifiques. Il permet aux étudiants de développer leurs compétences en rédaction académique, en autonomie et en collaboration. De plus, cette approche favorise l'engagement des apprenants, améliore leur esprit critique et leur capacité à résoudre des problèmes réels. En intégrant les technologies numériques et le travail collaboratif, le H-PjBL crée un environnement d'apprentissage dynamique, adapté aux exigences contemporaines de l’enseignement supérieur. Mots-clés: articles scientifiques, analyse théorique, hybride, projet, rédaction scientifique.References
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