Optimizing Scientific Writing Skills through Academic Writing Training for the GenBI Tegal Regional Coordinator

Abstract

Scientific writing skills are essential for students in the era of globalization to disseminate ideas and research findings systematically and effectively. However, many students, including the Generasi Baru Indonesia (GenBI) Tegal Regional Coordinator members, face challenges in mastering academic writing, ranging from structural and linguistic issues to methodological weaknesses. Previous studies have highlighted the effectiveness of structured training and practical-oriented methods in enhancing academic writing skills, but the gap between theoretical knowledge and practical application persists. This study aimed to optimize the academic writing skills of GenBI members through a tailored training program focused on producing quality scientific publications. The methodology employed a problem-based learning approach, emphasizing hands-on experiences structuring research articles, utilizing reference management tools, and adhering to academic publication standards. Participants were guided through topic selection, literature review, drafting, and finalizing manuscripts for journal submission. The findings revealed significant improvements in participants’ abilities to write structured and academically rigorous articles. Before the training, most participants struggled to formulate research problems, write systematic methodologies, and use appropriate academic language. Post-training evaluations demonstrated enhanced competence in these areas, with several articles successfully accepted in national journals. Collaborative learning and real-time feedback proved crucial in addressing individual challenges and building participants’ confidence. This study concludes that targeted academic writing training can effectively bridge the gap between theoretical knowledge and practical application, fostering a culture of scientific literacy among students. The program’s success underscores the importance of structured guidance and active participation in developing students’ writing skills, making it a replicable model for similar initiatives.