The Urgency of the Ability to Write Scientific Work for Teachers (Empirical Study on Community Service Activities of Mercu Buana University Lecturers)
DOI:
https://doi.org/10.70550/sowel.v2i2.40Keywords:
Teachers, Scientific Articles, Knowledge, Knowledge TransferAbstract
This article aims to reveal teachers' obstacles and challenges in developing scientific writing skills and improve teachers' understanding and skills in using systematic writing techniques. The methods include literature studies, document analysis, surveys and questionnaires, training, and evaluation and feedback. The results of this community service activity indicate that most teachers have never written a scientific article, indicating a significant problem in scientific writing skills. To overcome this, the activity involved knowledge transfer by lecturers from Mercu Buana University who provided an understanding of the benefits of scientific articles, applicable research methods, research applications, and tips in compiling gap phenomena, problem formulations, research objectives, and implications of scientific work. The evaluation showed that this activity succeeded in achieving its objectives with a high level of satisfaction among the participants. Furthermore, the implication of this activity is the improvement of teachers' scientific writing skills, which is expected to improve the quality of their education and professionalism.
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