Abstract
This research aims to analyze the requirements of a Learning Object Repository model for scientific writing instruction in higher education from the student’s perspective. The employed method is a descriptive survey research design, with a sample of 136 students from a Buddhist Higher Education institution. The research instrument utilizes a questionnaire, and data analysis is conducted using percentage techniques. The findings of this research indicate that: 1) scientific writing exhibits a high level of complexity, with one contributing factor being the less effective utilization of learning resources. Despite this, the availability of learning technology on campus is satisfactory, and students demonstrate a commendable level of digital literacy. 2) A Learning Object Repository for Scientific Writing instruction that meets the needs of students should be capable of providing a meaningful learning experience by being interactive, participatory, and collaborative. The learning objects should also accommodate curriculum development outcomes, teaching activities, research projects, or other creative and academic contributions as learning products. A Learning Object Repository that provides a meaningful learning experience through interactivity, participation, and collaboration can enhance students’ scientific writing skills. This research is expected to serve as the foundation for the development of a Learning Object Repository model, specifically in the field of scientific writing.
Keywords: Learning object, Learning object repository, Scientific writing, Scientific writing instruction.