ACADEMIC WRITING NEEDS TOWARD ETHNOANDRAGOGY-BASED SELF-DIRECTED LEARNING IN HIGHER EDUCATION

Abstract

Academic writing competence is an essential skill for university students, enabling them to communicate ideas effectively and participate in scholarly discourse. However, many students still encounter difficulties in organizing ideas, constructing arguments, and applying appropriate academic conventions. Therefore, the development of effective learning materials that support students’ academic writing skills is an important concern in higher education. This study aims to analyze students’ needs regarding the development of academic writing learning materials based on ethnoandragogy and self-directed learning using an interactive flipbook. This research employed a mixed methods design. Quantitative data were collected through a survey involving 219 undergraduate students using a Likert-scale questionnaire consisting of 13 items. The data were analyzed using descriptive statistics, reliability analysis, and Exploratory Factor Analysis (EFA). The reliability analysis showed excellent internal consistency (Cronbach’s Alpha = 0.939). The EFA results revealed a four-factor structure comprising: (1) academic writing and andragogy, (2) ethnopedagogy, (3) technology integration, and (4) reflective learning, explaining 72.4% of the total variance. Model fit indices indicated an acceptable to good fit (RMSEA = 0.0769; TLI = 0.950). The qualitative findings provide deeper insights into these results by revealing that students value the practicality and accessibility of digital learning materials, prefer self-directed and flexible learning environments, and expect culturally relevant content. However, they also experience challenges related to comprehension and unequal access to digital resources, as well as the need for more interactive learning features. The integration of quantitative and qualitative findings suggests that students’ learning needs are multidimensional and context-dependent. Therefore, the development of academic writing materials should not only focus on instructional content but also incorporate learner autonomy, cultural relevance, and interactive digital design. The study suggests that developing ethnoandragogy-based academic writing materials delivered through interactive flipbooks may provide a promising approach to support students’ academic writing learning.