PENINGKATAN KETERAMPILAN MENULIS AKADEMIK MELALUI WORKSHOP PENULISAN JURNAL DI UIN JURAI SIWO METRO LAMPUNG

Abstract

Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk menguraikan secara sistematis pelaksanaan Workshop serta dampaknya. Workshop penulisan jurnal yang diselenggarakan di Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Jurai Siwo, Metro Lampung bertujuan meningkatkan keterampilan menulis akademik mahasiswa dalam konteks publikasi ilmiah.Metode pengumpulan data melibatkan wawancara, observasi, dan dokumentasi, dengan analisis data menggunakan model interaktif Miles & Huberman. Hasil Workshop menunjukkan bahwa sebagian besar peserta awalnya menghadapi kesulitan signifikan dalam mengidentifikasi fokus penelitian, menyusun latar belakang, dan mengelola referensi menggunakan aplikasi seperti Mendeley dan Publish or Perish. Namun, melalui metode demonstrasi langsung dan pendampingan personal, Workshop ini berhasil mengatasi tantangan tersebut, membekali peserta dengan keterampilan praktis penulisan, manajemen referensi, pemeriksaan plagiarisme, hingga pemahaman proses publikasi OJS. Kontribusi utama penelitian ini terletak pada penawaran model workshop yang merespons keterbatasan praktik sebelumnya, yaitu kurangnya integrasi antara pelatihan teknis penulisan dengan pemanfaatan aplikasi digital serta dukungan berkelanjutan pasca-pelatihan. Kebaruan penelitian ini tercermin dari rancangan workshop yang tidak hanya melatih keterampilan menulis, tetapi juga mengawal mahasiswa hingga kesiapan publikasi ilmiah. Kegiatan ini berkontribusi pada pengembangan literasi ilmiah mahasiswa dan diharapkan dapat mendorong peningkatan kualitas dan kuantitas publikasi ilmiah, mendukung kemajuan pengetahuan serta praktik pedagogis di era digital

This study employed a descriptive qualitative approach to systematically examine the implementation of a workshop and its impact. The journal writing workshop, organized by the Faculty of Tarbiyah and Teacher Training (FTIK) at UIN Jurai Siwo, Metro Lampung, aimed to enhance students’ academic writing skills in the context of scientific publication. Data were collected through interviews, observations, and documentation, and analyzed using Miles & Huberman’s interactive model. The results indicated that most participants initially faced significant difficulties in identifying research focus, composing the background section, and managing references using applications such as Mendeley and Publish or Perish. However, through direct demonstrations and personalized guidance, the workshop successfully addressed these challenges by equipping participants with practical skills in writing, reference management, plagiarism checking, and understanding the OJS publication process. The main contribution of this study lies in offering a workshop model that addresses limitations in previous practices, particularly the lack of integration between technical writing training, digital tool utilization, and sustained post-training support. The novelty of this research is reflected in the workshop design, which not only develops writing skills but also guides students toward readiness for scientific publication. This initiative contributes to the development of students’ scientific literacy and is expected to enhance both the quality and quantity of academic publications, supporting the advancement of knowledge and pedagogical practices in the digital era