Online Training on Writing Scientific Articles in Early Childhood Education for Accredited Sinta Journals
Abstract
Background: The ability to write scientific articles is an essential competency for Early Childhood Education students, particularly in supporting academic publication in accredited national journals. However, many students still face difficulties in understanding the structure, writing techniques, and publication processes required for scientific articles. This condition indicates the need for structured training programs that can improve students’ scientific writing skills.
Aims: This community service program aims to enhance students’ competence in writing scientific articles and preparing manuscripts for accredited national journals.
Methods: This program employed a training-based community service approach integrated with mentoring, mediation, and evaluation activities. The implementation was conducted online via Zoom and involved 150 participants from various regions in Indonesia. The program consisted of preparation, implementation, and evaluation stages. The implementation stage included material delivery, hands-on practice, group discussions, and mentoring sessions. Data were collected through observation, documentation, and participant feedback using questionnaires, and analyzed descriptively.
Results: The results indicate that the program successfully improved participants’ understanding and skills in scientific article writing. Participants demonstrated increased ability in structuring manuscripts, applying appropriate writing techniques, and revising articles based on reviewer feedback. Evaluation results showed high participant satisfaction, with average scores ranging from 4.5 to 4.8 across various aspects, including material relevance, clarity, and usefulness of practical sessions.
Conclusion: The training-based community service program is effective in enhancing students’ scientific writing competence and readiness for publication in accredited journals. The integration of training, practice, mentoring, and evaluation provides meaningful learning experiences and can be applied as a sustainable model for academic capacity development.
Full text article
References
Adebisi, Y. A. (2022). Undergraduate students’ involvement in research: Values, benefits, barriers and recommendations. Annals of Medicine & Surgery, 81. https://doi.org/10.1016/j.amsu.2022.104384
Adeyemi, I. O., Adeleke, Q. A., Abdullahi, S. A., Abdulazeez, R. G., Abdulazeez, M. D., & Abdulazeez, A. F. (2025). Librarians’ perceptions and use of open access resources for economic sustainability in selected university libraries in Kwara State, Nigeria. Collection and Curation, 44(2), 45–53. https://doi.org/10.1108/CC-09-2024-0046
Adil, H. M., Ali, S., Sultan, M., Ashiq, M., & Rafiq, M. (2024). Open education resources’ benefits and challenges in the academic world: a systematic review. Global Knowledge, Memory and Communication, 73(3), 274–291. https://doi.org/10.1108/GKMC-02-2022-0049
Afonso, A., Morgado, L., Carvalho, I. C., & Spilker, M. J. (2025). Facing Challenges in Higher Education: Enhancing Accessibility and Inclusion Through Flexible Learning Design. Education Sciences, 15(8), 1013. https://doi.org/10.3390/educsci15081013
Beneroso, D., & Robinson, J. (2022). Online project-based learning in engineering design: Supporting the acquisition of design skills. Education for Chemical Engineers, 38, 38–47. https://doi.org/10.1016/j.ece.2021.09.002
Beroukhim-Kay, D., Kim, B., Monterosso, J., Lewthwaite, R., & Winstein, C. (2022). Different Patterns of Neural Activity Characterize Motor Skill Performance During Acquisition and Retention. Frontiers in Human Neuroscience, 16. https://doi.org/10.3389/fnhum.2022.900405
Chowdhury, S., & Alzarrad, A. (2025). Advancing Community-Based Education: Strategies, Challenges, and Future Directions for Scaling Impact in Higher Education. Trends in Higher Education, 4(2), 21. https://doi.org/10.3390/higheredu4020021
Cutri, J., Freya, A., Karlina, Y., Patel, S. V., Moharami, M., Zeng, S., Manzari, E., & Pretorius, L. (2021). Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing. International Journal for Educational Integrity, 17(1), 8. https://doi.org/10.1007/s40979-021-00074-w
Dahlstrom, E. K., Bell, C., Chang, S., Lee, H. Y., Anderson, C. B., Pham, A., Pribbenow, C. M., & Cameron, C. A. (2022). Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees’ scientific communication skills. PLOS ONE, 17(2), e0262418. https://doi.org/10.1371/journal.pone.0262418
Darvishi, A., Khosravi, H., Sadiq, S., & Gašević, D. (2022). Incorporating AI and learning analytics to build trustworthy peer assessment systems. British Journal of Educational Technology, 53(4), 844–875. https://doi.org/10.1111/bjet.13233
Deszcz-Tryhubczak, J., & Marecki, M. (2021). A Meta-critical Reflection on Academic Writing with Child Researchers. In Ethics and Integrity in Research with Children and Young People (pp. 213–227). Emerald Publishing Limited. https://doi.org/10.1108/S2398-601820210000007019
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
Fergusson, L. (2022). Learning by… Knowledge and skills acquisition through work-based learning and research. Journal of Work-Applied Management, 14(2), 184–199. https://doi.org/10.1108/JWAM-12-2021-0065
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
French, A. (2020). Academic writing as identity-work in higher education: forming a ‘professional writing in higher education habitus.’ Studies in Higher Education, 45(8), 1605–1617. https://doi.org/10.1080/03075079.2019.1572735
Garritty, C., Hersi, M., Hamel, C., Stevens, A., Monfaredi, Z., Butler, C., Tricco, A. C., Hartling, L., Stewart, L. A., Welch, V., Thavorn, K., Cheng, W., & Moher, D. (2020). Assessing the format and content of journal published and non-journal published rapid review reports: A comparative study. PLOS ONE, 15(8), e0238025. https://doi.org/10.1371/journal.pone.0238025
Han, Y., & Xu, Y. (2020). The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education, 45(5), 680–696. https://doi.org/10.1080/02602938.2019.1689545
Harris, A. J. L. (2022). Guidelines on manuscript format, structure, and style: avoiding editorial holdups in the publication process. Bulletin of Volcanology, 85(1), 1. https://doi.org/10.1007/s00445-022-01619-8
Jacobsson, T. J., Hultqvist, A., García-Fernández, A., Anand, A., Al-Ashouri, A., Hagfeldt, A., Crovetto, A., Abate, A., Ricciardulli, A. G., Vijayan, A., Kulkarni, A., Anderson, A. Y., Darwich, B. P., Yang, B., Coles, B. L., Perini, C. A. R., Rehermann, C., Ramirez, D., Fairen-Jimenez, D., … Unger, E. (2021). An open-access database and analysis tool for perovskite solar cells based on the FAIR data principles. Nature Energy, 7(1), 107–115. https://doi.org/10.1038/s41560-021-00941-3
Karasik, R. J. (2020). Community Partners’ Perspectives and the Faculty Role in Community-Based Learning. Journal of Experiential Education, 43(2), 113–135. https://doi.org/10.1177/1053825919892994
Kleinbort, T. A., Duffy, L. N., Powell, G. M., Fogle, E., Gremillion, P., Kakraba, K., Olsen, L., & Stephens, L. (2020). Writing in the Discipline: A Writing Mentorship Program to Enhance Student Writing Skills in the Leisure Field. SCHOLE: A Journal of Leisure Studies and Recreation Education, 35(1), 46–53. https://doi.org/10.1080/1937156X.2020.1720467
Latifi, S., Noroozi, O., & Talaee, E. (2021). Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes. British Journal of Educational Technology, 52(2), 768–784. https://doi.org/10.1111/bjet.13054
Lee, M., Jang, E. E., & Hannah, L. (2025). Automated Diagnostic Feedback vs. Self‐Assessment: Rethinking Feedback Mechanisms on Academic Writing Development. TESOL Quarterly, 59(S1). https://doi.org/10.1002/tesq.70032
Li, S., & Zhu, Q. (2026). Exploring the role of peer review in enhancing writing feedback literacy: a comparison of face-to-face and online modes. Assessment & Evaluation in Higher Education, 1–18. https://doi.org/10.1080/02602938.2026.2641596
Mercader, C., Ion, G., & Díaz-Vicario, A. (2020). Factors influencing students’ peer feedback uptake: instructional design matters. Assessment & Evaluation in Higher Education, 45(8), 1169–1180. https://doi.org/10.1080/02602938.2020.1726283
Mitchell, K. M., McMillan, D. E., Lobchuk, M. M., Nickel, N. C., Rabbani, R., & Li, J. (2021). Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES). Assessing Writing, 48, 100524. https://doi.org/10.1016/j.asw.2021.100524
Natarajarathinam, M., Qiu, S., & Lu, W. (2021). Community engagement in engineering education: A systematic literature review. Journal of Engineering Education, 110(4), 1049–1077. https://doi.org/10.1002/jee.20424
Njeri Mugwe, J., & Runo, S. (2026). Scientific Writing Skills and Presentations. In Research Methodology in Agricultural Sciences (pp. 667–689). Springer Nature Singapore. https://doi.org/10.1007/978-981-95-1892-0_28
Pereira, C. C., Fernandes, S., & Sperandei, V. da F. (2025). Scientific journals need to flourish on mainstream social media. BioScience, 75(11), 905–909. https://doi.org/10.1093/biosci/biaf101
Rajendran, R. U., Pai, M. S., Nayak, B. S., & Noronha, J. A. (2026). Action-based Mentoring in Scientific Writing (AMSW) for nurse researchers: A concept analysis. Journal of Professional Nursing, 63, 64–72. https://doi.org/10.1016/j.profnurs.2026.01.003
Ravanis, K. (2022). Research Trends and Development Perspectives in Early Childhood Science Education: An Overview. Education Sciences, 12(7), 456. https://doi.org/10.3390/educsci12070456
Robinson-Garcia, N., Costas, R., & van Leeuwen, T. N. (2020). Open Access uptake by universities worldwide. PeerJ, 8, e9410. https://doi.org/10.7717/peerj.9410
Sánchez-Pita, F., Benito-Cabello, M., & Puebla-Martínez, B. (2025). Editorial Policy and the Dissemination of Scientific Knowledge on Open Access—Case Study: Science Communication Journals in Latin America. Publications, 13(3), 39. https://doi.org/10.3390/publications13030039
Song, C., Shin, S.-Y., & Shin, K.-S. (2024). Implementing the Dynamic Feedback-Driven Learning Optimization Framework: A Machine Learning Approach to Personalize Educational Pathways. Applied Sciences, 14(2), 916. https://doi.org/10.3390/app14020916
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843
Thompson, L. D. R. (2024). Ten Ways to Improve Getting a Scientific Manuscript Accepted. Head and Neck Pathology, 18(1), 22. https://doi.org/10.1007/s12105-024-01617-6
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., Sointu, E., & Hirsto, L. (2021). Learning environments preferred by university students: a shift toward informal and flexible learning environments. Learning Environments Research, 24(3), 371–388. https://doi.org/10.1007/s10984-020-09339-6
Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525. https://doi.org/10.1016/j.asw.2021.100525
Zamiri, M., & Esmaeili, A. (2024). Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Authors
Copyright (c) 2025 Syarfina Syarfina, Jhoni Warmansyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.