10 Examples of Scientific Educational Essays

Essays we often make are usually used by us to fulfill our study assignments either as students at school or students at universities who stop by. To make it easier for my friends in making essays, this time Karyatulisku will share with my friends some examples of scientific essays in the field of education, complete with understanding and steps to make them.

Definition of Essay.

In English, an essay is a short literary composition on a particulary composition or subject, usually in prose and generally analytic, speculative, or interpretative. Which means a short literary composition about a particular subject or subject, usually in prose and generally analytic, speculative, or interpretative.

 

Quoted from ukessay.com. Essay is An essay is a piece of writing, usually from an author’s personal point of view. Essays are non-fictional but often subjective; while expository, they can also include narrative. Essays can be literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author.

 

An essay is a short piece of writing that usually comes from the perspective of the researcher. An essay is not a non-fiction writing, but often contains opinions. The essay includes a narrative. Essays can be in the form of criticism, literature, politics, arguments from observations in everyday life, mementos and reflections of the author.

 

Furthermore, referring to the definition of the Big Indonesian Dictionary, the term ‘essay’ is defined as an essay or paper included in prose that discusses a problem (study) at a glance from the personal point of view of the author. The expert, Soetomo, also stated the same thing, who defined an essay as a short essay based on a person’s perspective in addressing a problem.

 

Based on the two definitions previously described, we can conclude that the essay is strongly influenced by the writer’s point of view in assessing a problem, so that the writing in the essay must contain subjective and argumentative opinions. Even though it is subjective in nature, the arguments presented in the essay must still be logical, well understood, and based on theory or data and facts in the field.

 

That way, the essay will not only become a fictional writing or the imagination of the author. In general, essays have something in common with an editorial in newspapers, which has the aim of convincing the public of the writer’s point of view on an issue, or in other words leading public opinion. The difference is, an editorial can only write an editorial, while an essay can be written by anyone.

 

 

 

Characteristics of the Essay

 

After we know what an essay is, we can actually guess a little about the characteristics of the essay itself. As stated in the explanation above, the essay briefly contains the opinion of the researcher but is not limited to imaginary writing but has accurate data.

 

Following are the characteristics of the Essay

 

  1. Essay is a short essay

 

An essay is a type of prose that is written. This essay is written in a short number of sentences because the essay is a solid and clear study so that it is easily understood by many (general) audiences. Essay

 

  1. Essays have a distinctive language

 

Essays are written by someone and written based on that person’s point of view. That is why essays are so thick with distinctive language. Because it is very much influenced by the language style of each professional essay writer. Of course, essay writing will have a unique language with the characteristics of each author.

 

 

 

Essay Passages

 

To make it easy for us to write essays, there are a number of things that readers need to know. It is a structure or part of the Essay. In writing an essay, we can first group the essay into 3 parts, namely the introduction, content and conclusion

 

The following is a complete explanation:

 

  1. Introduction

 

Introduction can be said as a prefix. Before you start discussing the essence of the Essay that you made. Then you will start by making an introduction first.

 

Introduction is the initial structure that builds the outline of the essay. This means that in the introduction you will create a framework that makes you write this essay. The introduction will usually briefly reveal the topic or theme that will be raised in the entire essay. In this section also describes the background that underlies the writing of the essay, usually in the form of data or facts in the field.

 

In addition, in this section the author also expresses his opinion on the theme that will be discussed further. In short, the introduction will be an introduction or description of the reader in order to understand the topic that will be presented in an essay, so that readers will easily understand the contents of the essay that will be presented in the next section

 

  1. Content or discussion

 

This section is a core part of the essay building structure. In this section, topics or themes that have been previously selected will be discussed and explained in more detail and detail.

 

In the discussion, writing will describe their opinions and arguments chronologically or sequentially so that the essay is coherent. The content also explains the basic basics of compiling the arguments, such as the theory of experts combined with data and facts in the field. The theory, data, and facts will be more convincing readers to trust the opinion of the writer conveyed in the essay.

 

  1. Conclusion or Conclusion

 

As the name suggests, the closing section is the last part in compiling an essay. This section contains a conclusion in the form of a sentence that summarizes the main points that have been previously stated in the introduction and discussion. Conclusions should be brief, concise, and clear, and not extend to other topics. Some essays also add author suggestions for third parties to address the problems discussed in the closing section .

 

In addition to following the essay writing structure as previously described, here are some steps that can be used as a reference in essay writing, namely

 

  1. Determine the Theme

 

  1. Make an outline of the main idea developed in the discussion paragraph

 

  1. Develop the main idea from the discussion paragraph which is accompanied by the opinion of the author on the ideas he has. In writing opinions must be based on expert theory, existing data and facts so that the opinions expressed can be trusted.

 

  1. Summing up the main or core of the ideas that have been conveyed.

 

Scientific Essay

 

What is a scientific Essay? Previously we all know that an essay is an opinion written by a writer on a certain theme which is written based on absolute data and facts. An essay would be better if someone could combine fact and imagination by the writer. Essays are said to be scientific when they meet scientific principles.

 

Then what are the rules of scientific writing. The meaning of writing takes into account scientific principles, namely the writer compiles the essay systematically and follows the writing rules in accordance with the applicable regulations.

 

So that scientific essays must be arranged in a systematic coherence, starting from determining problems, determining hypotheses, collecting data, analyzing and concluding. This means that the opinion that the author provides has been analyzed in such a way as to follow scientific systematics.

 

That is what is meant by a scientific essay.

 

 

 

Example of Scientific Education Essay

 

In order to provide more examples and the best references for writing essays, here are some examples of the best scientific essays in education.

 

Title: PERANKU FOR INDONESIA

 

“I am a person who receives a lot compared to giving because I was born and raised in a simple family. One of the things that I receive from this country is education, where I can study up to S1 thanks to the Bidikmisi scholarship, and this has taught me the meaning of giving that must be held accountable for others.

 

Receiving a lot of help then made me think that I could repay and share what I have received so far. One of the concrete steps I could take when I was in high school was to become a Scout extracurricular teacher in several elementary schools. Thinking teaching is fun because I always hone my knowledge and communication, I continued my teaching activities when I was a student at UIN Jakarta, to make myself more useful in accordance with ” The best human being is the most beneficial for other human beings.”. So I decided to join as a teaching volunteer, the Mobile Class Car (MKB) where we work together to help children who are less fortunate in terms of economy and those who have lost their learning opportunities because they have to work as scavengers, as well as helping children who are less fortunate. able to meet school fees by finding donors to several zakat management institutions. On the other hand, I also attended a Real Work Lecture in Bogor and Jogjakarta for a month.

 

After studying with the Bidikmisi scholarship, I made me aware of my responsibility to the country that has provided the scholarship, so I decided to devote myself for a year in underdeveloped areas as a form of gratitude and gratitude to this republic. I was assigned as a Young Teacher in Muning Dalam Village, Hulu Sungai Selatan District, South Kalimantan through the Indonesia Teaching Movement Foundation, there I carried out community empowerment, taught in elementary schools, and involved the community to change behavioral entities and shared that education was our responsibility together. Living with a community in a remote area that is far from access to transportation and communication, requires me to build positive relationships with many parties from the village, sub-district, to district levels. I invite the community to be actively involved in conducting village community empowerment activities, training creative teachers in sub-districts, extracurricular coaching in schools, and training gifted students in the fields of science, sports, and the arts. In addition, I together with the Principal Working Group (K3S) and the Teacher Working Group (KKG) initiated a workshop wrapped in the theme Play and Learning Activities (KBB) to improve the quality of teachers in terms of learning. The material presented is related to environment-based creative learning managed by learning teachers in the sub-district. I also initiated training in regional arts such as traditional dance, singing folk songs, and replying to rhymes to increase the introduction and practice of regional culture.

 

Even though I have completed my service as a Young Teacher in the Hulu Sungai Selatan district, currently I am still actively involved in fostering a social education movement there through the Inspiration Class. I invite various parties to want to contribute and get involved directly in elementary schools by teaching their professions for a day. Some of the parties I invite are local youth, related governments, professionals, and educational volunteers from various provinces.

 

Of all the processes that I have been through, it has made me a person who is more sensitive to social problems in society. Including people in urban areas who are still struggling with congestion problems, so I dream that one day Indonesia will be able to provide mass transportation that is safe, comfortable, fast, and affordable in accordance with the spirit of the third nawacita, which builds Indonesia from the periphery by strengthening regions and villages within the framework of the unitary state. As a Material Physics graduate, I want to work for this community and country at PT. Mass Rapid Transit   (MRT) Jakarta, Research and Development division  , where I can develop a coating system on the railroad tracks so that oxidation and corrosion do not occur so that Jakarta can have good mass transportation, but to make it all happen, I have to learn more about Material Physics, especially the coating system at  The University of Manchester  for supports my academic abilities and experience. ”

 

Download also examples of National Champion Essays

 

The following are three essays that were declared winners of the 2016 National Student Essay competition.

 

1st Winner: Ghoffar Albab Maarif (Sepuluh Nopember Institute of Technology)

 

Second Winner: Nurul Atqiya (Lambung Mangkurat University)

 

3rd Winner: Nuriyanti (Semarang State University)

 

Example of a Champion Essay

 

Crack Code  in Malang ” Wunjuk ” Language as Critical Reflection

 

Local Language Resistance in the Era of ” Westernization ”

 

Author: Komang Budi Mudita

 

Indonesia is a country with a total human population of 250 million and is the fourth most populous country in the world after China, India and the United States (Worldbank, 2013). The high human population is supported by the rich geographical conditions of the island, making Indonesia rich in culture, ethnicity and language. Etnologue data for 2015 shows that Indonesia has 707 regional languages ​​and constitutes 10 percent of the total 7,102 languages ​​in the world. 707 regional languages ​​are spoken by at least 221 million Indonesians (Etbologue in Budiwiyanto, 2015).

 

Even though Indonesia is rich in regional languages, unfortunately in 2010 there were 146 local languages ​​in Indonesia that are threatened with extinction and 12 of them have become extinct (Moseley in Budiwiyanto, 2015). The high rate of language extinction is due to the low number of speakers of this language. Javanese has speakers of approximately 75.2 million people, Sundanese 27 million people, Malay language 20 million people and other languages ​​that are even below one million people, and some languages ​​only have speakers of 10 to only 1 soul (Crystal in Cece Sobarna, 2007). Whereas the principle of language resistance is the  use of the linguistic system by an unisolated community of native speakers (Stewart in Muhammad Dervish, 2011: 4), where the reduction of speakers of a language will have implications for the level of vulnerability of a language to extinction.

 

Muhammad Darwis (2011: 3) takes the analogy of biological species, Krauss (1992) categorizes the life force of language into 3 levels. The first level is  moribund , which is a language that children no longer learn as their mother tongue. The second level is endangered , which is a language which, although it is still being learned or acquired by children today, is no longer used in the next century. Third,  safe , which is a language that is officially supported by the government and has a very large number of speakers. According to Darwis, the current condition is that local languages ​​have not been acquired and studied by all children and adults in their respective ethnic groups (Muhammad Darwis, 2011: 4).

 

The low interest of the community, especially youth and children, in using regional languages ​​is influenced by many things. Darwis found that the emergence of kindergarten (Kindergarten) in rural areas, which in fact uses Indonesian, is the main trigger for the lack of interest in using local languages ​​(Muhammad Darwis, 2011: 4). Another factor that is very clear is the influence of globalization which makes people think more globally and internationally than locally. This makes schools in Indonesia prefer to use English as a local content rather than local languages. Even English scores are a determinant in college selection and job selection.

 

The high priority of the use of national and international languages ​​in academic and work environments is actually motivated by many things. Indonesia’s demands as of January 1, 2016 have officially entered the free market of the ASEAN Economic Community (AEC) and currently Indonesia is rumored to be entering the TPP ( Trans-Pacific Partnership).) initiated by the United States. Facing the MEA, it was reported that 1000 Filipino taxi drivers and Thai people were learning Indonesian (Tribunnews.com, 2016 and beritasatu.com, 2014). Seeing this condition, many Indonesians began competing to master international languages. Especially seeing the program of dreams carried out by the president of Indonesia, Joko Widodo, where he targets an economic increase of 7 percent by 2019 (Liputan6.com, 2016). As a result, people will be forced to learn foreign languages ​​rather than local languages.

 

Making regional languages ​​as stepchildren in the regions or in school lessons is actually not in line with the regulations stipulated by law. The Law on Flags, Languages ​​and National Symbols, as well as the National Anthem article 42 paragraph (1) states that “Local governments are obliged to develop, foster and protect regional languages ​​and literature so that they continue to fulfill their position and function in social life according to the times. and to remain part of Indonesia’s cultural wealth. ” The government is clearly trying to protect regional languages ​​as local wisdom that must be preserved and built into the people’s mindset at all times, so that there is no  dead language or extinction of regional languages.

 

Efforts to maintain the integrity of regional languages, both from the government and academia, have been very much done. Some of them include: Making regional languages ​​one of the compulsory subjects in schools; Conducting training, research, and local language seminars, by local governments and academics (students and lecturers); As well as providing regional language study programs at universities. Incorporating regional languages ​​into the compulsory curriculum makes regional languages ​​must be learned by students. The expectation of this activity is that local languages ​​can be used daily and remain in the community. But unfortunately, what happens is, students tend to forget local languages ​​outside the context of the lesson and do not make regional languages ​​a top priority. Likewise, the demand for seminars and the opening of regional language study programs is very low, and cannot guarantee that information can be well distributed throughout the community. So that some of these efforts are deemed very ineffective as a form of revitalization of regional languages.

 

One hope that remains from the fragility and vulnerability of regional languages ​​is that there are still several regional languages ​​with speakers of more than one million, even tens of millions. This is actually a reflection for Indonesian experts and society. This language, like Javanese, especially in Malang, is still a language that has survived in the era of globalization and even the era of westernization that Indonesia is now facing. The context of the globalization era only dissolves the geographical boundaries of a country, but the context of westernization has led to the absorption of a culture, lifestyle, and social activities from Western countries. This is the climax of the real cultural threat Indonesia faces today. However, some regional languages ​​can still survive and are able to fight the westernization that hit Indonesia,

 

The area of ​​Malang, East Java uses the Javanese language which has the East Javanese dialect and the Madurese language. Apart from these dialects, there is also a typical Malang dialect called “Boso Walik” (malangkota.go.id). The Walik language has the characteristic of using words in reverse, such as arek-ape, sedia-aides, sego-oges, pecel-lecep, drunken-grave, and others. Not only the reversal of the letters in a word but also includes changes in the location of phonemes such as the phoneme / i / and / u / in the word ‘confused’ which then changes to ‘ngingub’ (Icuk Prayogi, 2013: 2). According to native speakers of the Walkan language, the inversion of these words is very free and is formed by mutual agreement, this is because some words are difficult to pronounce if the construction is reversed.

 

The linguistic history of the Wali language has actually been used during the colonialization period by foreigners in Indonesia. According to some literature this language was used by the Malang City Guerrilla Group (GRK) during the second military aggression after independence. The background of the use of this language was the infiltration of Dutch spies to investigate the whereabouts of Laskar Mayor Hamidi Rusdi, who died on March 8, 1949. In order to ensure the confidentiality of information, the fighters at that time created an identity in the Wali language to identify each other. And this identity has been used by arema, or the term youth for ‘Malang people’ (Icuk Prayogi, 2013: 3 compare Yunan Salimow (2009) and Halomalang.com (2015)).

 

The existence of the Walian language persists in the westernization era due to the enormous support from all parties. The emergence of the Ebes Ngalam rubric in the Malang Post newspaper shows that the community tries to convey and defend a cultural identity, this also shows that the interest in the Wali language is very high (Nurdiani Galuh M., 2010). Furthermore, the continuation of the roles of youth, children, and parents who never stop using the Wali language, make the existence of the Wali language defeat the foreign languages ​​that enter the community area.

 

The age of children is a very good age to instill moral and cultural values ​​on them. In sociology, children will experience  a preparatory stage  (preparation stage, ages 1-5 years) and a  play stage  (imitation stage, ages 6-12 years) which will allow children to recognize things that will form their habits. Furthermore, the game stage  (starting to realize the action, aged 13-17 years) and the  generalized stage (Collective norm acceptance stage, aged 17 years and over) will make children understand the importance of using regional languages ​​and be able to become good agents of socialization for the new generation in a society. This is a normative theory that is actually applicable in Malang society, and has been well integrated through the understanding of all levels of generations.

 

The students as  agents of change ,  social control , and  iron stock are  no less important in affirming the Arabic language. In the context of  agent of change , the Malang area students are not a group of initiators of values ​​and norms that shield the Malang area from the influence of westernization. Malang students position themselves as a group of   generalized stages of  the intellectual community, who use the Walik language everyday and maintain the integrity of the Walik language through research, direct community socialization, and make people aware of the importance of the integrity of the local language. In the context of  social controlStudents do not act as security agents who use weapons to control social life, but instead use intellectuals as reinforcement of society and social integrity without rejecting the positive influences that can be received from outside the region. Until now, there have been many associations initiated by Malang students in maintaining the integrity of regional languages. The students’ actions in the realm of agent of change  and  social control have actually shown that poor students are an  iron stock  that has the potential to become future leaders and be able to defend the local language of Malang.

 

Those are the important points that should be used in preserving local languages. Reflections on the existence of the Walian language should be able to become an example in order to maintain the integrity of other regional languages ​​which are predicted to become extinct. The first step if you reflect on the success of the Walkan language is to start using everyday regional languages, especially from small families. Local languages ​​will be easier to understand and become habitual if the intensity of use is high, and this is very suitable for the home environment, where children usually spend 60-80% of their time at home. Furthermore, the intensive use of local languages ​​by youth. If we carry out an analogy between regional languages ​​and Walkanic, then we can see that the influence of arema on the existence of regional languages ​​is very large. even greater than the influence of the local government. Arema uses regional languages ​​in the social community, social media, schools, campuses, and even seems to generate high fanaticism. As a result, local languages ​​can survive in the midst of westernization and globalization. This step should be a reflection for other regions.

 

Although the use of the regional language wailikan seems fanatical, it is highly believed that it will not lead to ethnocentrism or even primordialism. This is because the formal akadik environment, seminars, and formal events, Malang people still use Indonesian, and even many English debate champions in Malang still use Malang in their daily life. This shows that loving local wisdom is not something that reduces the opportunity to improve living standards. Even Malang continues to receive awards both national and international although all aspects of Malang society still integrate the existing culture. In 2016 Malang was awarded the Global Water Award by the United Arab Emirates (malang.merdeka.com,

 

Such is the current condition in Indonesia, when the threat of overthrowing the regime is no longer an urgency on the agenda of state meetings, now is the time for cultural degradation, especially language, threatened with extinction and disappearance from civilization. The use of regional languages ​​is increasingly being used less and less, it needs serious attention from all parties in order to remain a  local genius that contains historical values ​​and has its own selling power .  This is the aim of the author to crack code) the secret of the Walkan language, so that it can be a reflection in order to maintain the regional language in the westernization era. From this overall idea, there are several things that must be considered in order to increase the effective use of regional languages. The first thing is that the use of regional languages ​​must be intensified in both the family environment and the community environment, to support the creation of the use of regional languages. Support from the government, especially the Minister of Tourism and culture, local governments, and communities concerned with local languages ​​need to support cultural development programs, both carried out by the private sector and students. With the integration of the parties involved and the inculcation of the use of regional languages ​​from an early age, surely a regional language will not just disappear.

by Abdullah Sam
I’m a teacher, researcher and writer. I write about study subjects to improve the learning of college and university students. I write top Quality study notes Mostly, Tech, Games, Education, And Solutions/Tips and Tricks. I am a person who helps students to acquire knowledge, competence or virtue.

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