IMPLEMENTING DEEP LEARNING IN SCIENTIFIC WRITING INSTRUCTION: ENHANCING STUDENTS’ CRITICAL THINKING AND ACADEMIC WRITING SKILLS IN VOCATIONAL EDUCATION

Abstract

Scientific writing is an essential literacy competency in vocational education because it requires students to integrate empirical experience, conceptual understanding, evidence, and systematic communication. However, students often experience difficulties in developing scientific arguments and tend to rely on surface learning and reproduction of information. This study examines the implementation of a Deep Learning approach in scientific writing instruction among Grade 11 students at UPTD SMK Negeri Rea Timur, Polewali Mandar, West Sulawesi, Indonesia. Using an interpretive qualitative design with a hermeneutic perspective, the study explored how mindful, meaningful, and joyful learning were integrated into the scientific writing process. Data were collected through participatory observation, semi-structured interviews, and document analysis of lesson plans, student reflections, assessment instruments, and scientific writing drafts. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification, with credibility strengthened through triangulation and member checking. The findings indicate that Deep Learning supported a shift from reproductive learning toward reflective and knowledge-constructive learning. Students became more aware of their thinking processes, connected vocational experiences with academic concepts, and developed more original arguments grounded in empirical evidence. Discussion, scaffolding, peer feedback, and revision further supported progressive improvement in writing quality. Nevertheless, implementation was constrained by surface-learning habits, varied literacy levels, limited instructional time, and difficulties connecting empirical data with theory. The study highlights Deep Learning as an integrated pedagogical orientation for contextually grounded scientific writing instruction in vocational education.