A MODEL OF PREDICT OBSERVE EXPLAIN WRITING (POEW) LEARNING BY USING E-MODULE IN ARGUMENTATIVE ESSAY WRITING FOR UNIVERSITY STUDENTS
DOI:
https://doi.org/10.18623/rvd.v23.5201Palabras clave:
POEW Learning Model, E-Module, Argumentative Essay Writing, Research and Development, University StudentsResumen
The development of argumentative essay writing skills remains a major challenge for university students, particularly in organizing arguments, integrating evidence, and maintaining logical coherence. This study aims to develop and evaluate a Predict–Observe–Explain–Writing (POEW) learning model integrated with an e-module to improve argumentative essay writing skills among university students. The study employed a Research and Development (R&D) methodology adapted from Borg and Gall, involving needs analysis, model design, product development, expert validation, limited trials, field testing, and final revision. The participants consisted of 120 undergraduate students enrolled in an academic writing course. Data were collected through writing tests, expert validation sheets, questionnaires, observations, and interviews. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were analyzed thematically. The findings indicate that the POEW-based e-module is valid, practical, and effective in significantly improving students’ argumentative writing performance. The results suggest that the POEW learning model can serve as an innovative and effective instructional approach in higher education writing courses.
Citas
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