Integration of discovery of novelty and research-based learning in academic writing learning

Abstract

This study was motivated by the low quality of academic writing, particularly in terms of generating original ideas and constructing research-based arguments. The objective of this study is to conduct an in-depth analysis of the integration of discovery of novelty and research-based learning in academic writing instruction. This study employs a qualitative descriptive approach using a case study design involving undergraduate students in the Indonesian Language and Literature Education Program at Makassar State University. Data were collected through observation, in-depth interviews, and document analysis of students’ academic writings, and were subsequently analyzed using Miles and Huberman’s interactive analysis technique. The results indicate that the integration of these two approaches was implemented through the stages of problem identification, literature exploration, discovery of novel ideas, and the drafting of academic writings. Students demonstrated improvement in identifying research gaps, developing original ideas, and constructing more systematic arguments grounded in scholarly sources. Additional findings revealed limitations in academic literacy and a need for intensive mentoring. In conclusion, the integration of discovery of novelty and research-based learning contributes to fostering more critical academic writing instruction grounded in knowledge construction.