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In the academic world, proper and efficient reference management is essential to ensure the quality and credibility of scientific writing. However, many lecturers and education practitioners, particularly early childhood education teachers, still encounter difficulties in managing references according to established academic standards such as APA and MLA citation styles. This challenge often hinders the process of academic writing and decreases the quality of scholarly outputs. To address this issue, a structured training program was conducted focusing on the use of Mendeley, a digital reference management tool designed to simplify citation and bibliography management automatically. The objective of this training was to enhance participants’ technical competence, digital literacy, and their ability to integrate Mendeley into the process of preparing scientific papers. The training activities were carried out using a series of steps, including needs assessment of participants, collaborative planning, hybrid training implementation (both online and offline), and continuous assistance through follow-up forums. Throughout the program, participants were guided step-by-step on how to install, use, and integrate Mendeley into word processing applications for academic writing. The results of the evaluation showed a significant increase in participants' knowledge and practical skills, with an N-Gain score of 0.70, which falls into the high effectiveness category. The training not only improved the quality of reference management in scientific papers but also promoted greater professionalism and academic accountability. Moreover, it supported the broader goal of integrating technology into educational development. Overall, this initiative is expected to encourage more systematic, efficient, and digitally literate practices in academic writing among educators, ultimately contributing to improved educational quality in higher education settings.

This study aims to improve the ability to write job application letters among 12th-grade students at SMK BAZNAS Makassar through a contextual approach. The background of this research is based on the students’ low skills in writing job application letters in accordance with linguistic conventions and proper text structure. The method used is Classroom Action Research (CAR) conducted in two cycles. Data collection techniques include observation, writing tests, and documentation. The results of the study show that the contextual approach significantly enhances students' ability to write job application letters, as evidenced by an increase in the average score from 68.5 in the pre-cycle to 81.2 at the end of the second cycle. This research recommends that Indonesian language teachers at vocational schools implement contextual approaches as an effective and relevant teaching strategy aligned with workplace demands.

This study aimed to measure the effectiveness of using AI Gemini in improving the writing ability of chronological essays among second-semester students of the English Education Department at Universitas Bhinneka PGRI. A quantitative approach with a pre-experimental one-group pretest-posttest design was applied. The instruments used were writing tests administered before and after the treatment. Data were analyzed using SPSS version 26 through descriptive statistics, normality testing, and hypothesis testing. The results indicated a significant improvement in the post-test scores, with a significance value (2-tailed) of 0.000 (<0.05). The mean pre-test score of 66.50 increased to 85.00 in the post-test. These findings demonstrate that the use of AI Gemini is effective in supporting students to improve their writing skills, particularly in grammar accuracy, sentence structure, vocabulary, and text coherence. This study also emphasizes the importance of applying AI tools in a balanced way to foster critical thinking and independent writing skills.

This study aims to explore how effective audio-visual media can improve grade 6 students’ ability to recognize punctuation in poetry. Literacy skills, especially in writing and understanding punctuation in poetry, are a big challenge for primary school students around the world. Lack of understanding of the structural elements of poetry and the role of punctuation often result in difficulties for student to convery their meaning and feelings correctly thorugh writing. The approach taken in this research was a literature study that examined various scholarly sources related to literacy, poetry teaching, and the use of audio-visual media.  The results of the analiysis show that audio-visual media can signicantly improve students’ motivation, comprehension and writing sklills. This media promotes a more interactive and relevant learning experience, so that students can understand the application not only from a technical perspective, but also as an aesthetic element that strengthens the meaning and expression in poetry. From these finfings, it is recommended to integrate audio-visual media in teching poetry as an innovative step to overcome liteacy problems and improve the quality of indonesian language education at the primary level.

The ability of students’ writing skills in class VIII is related to the use of spelling (letters). Capitalization) and word selection (meaning) in writing slogan text compositions for students are still lacking. This study aims to analyze errors in the use of Indonesian in writing slogan text compositions for class VIII students at UPTD SMP Negeri 1 Gunungsitoli. This study is a qualitative descriptive study. The data for this study are student worksheets in writing slogan text compositions. The data sources in this study were class VIII-F students at UPTD SMP Negeri 1 Gunungsitoli and one of the Indonesian language teachers. The research instruments were tables of Indonesian language errors in writing slogan text compositions and interviews. Data collection techniques were observation, interviews and written tests. The data analysis technique in this study was reduction. Data, data presentation, and drawing conclusions. Based on the results of the research that has been conducted, the errors in Indonesian language in writing slogan text compositions found 161 errors in the use of Indonesian language in writing slogan text compositions of class VIII-F students including: (1) the use of spelling (capital letters) as many as 31 errors, starting from errors in the placement of capital letters (capital) and placement or use of lower case letters in writing student slogan texts, (2) word selection as many as 72 errors

Mathematics learning in Elementary School is very important to form logical, systematic, and critical thinking skills. Mathematics learning is closely related to numeracy literacy. At the elementary school level, especially grade 1, literacy and numeracy problems are increasingly visible when students are faced with mathematical story problems. In grade 1 of SDN 1 Pedawang, the results of daily tests and end-of-semester tests show that students' ability to solve story problems is still low. This study aims to analyze the difficulties of grade 1 students at SDN 1 Pedawang in understanding mathematical story problems due to low literacy and numeracy skills. This study uses a qualitative descriptive research type. The population of grade 1 students at SDN 1 Pedawang is 14 students, consisting of 9 female students and 5 male students. The subjects used were 2 students to be analyzed using purposive sampling techniques because they showed striking difficulties in understanding story problems based on observation results and low test scores. Data collection techniques through observation, interviews, and documentation. Data analysis techniques using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study showed that students had difficulty in understanding mathematical story problems on five indicators according to Newman's theory, namely reading, understanding, transformation, process skills, and writing answers. The conclusion of this study shows that low literacy and numeracy of students are the main factors in the difficulty of understanding mathematical story problems.

His study aims to analyze the ability of fourth grade elementary school stundents in writing argumentative texts. The study used a qualitative descriptive approach with an instrumen in the form of Student worksheet (LKPD) wich were developed to measure the skills of expressing opinions, giving reasons, and making consclusions in the form of argumentative texts. The result of the study showed  that most students were able to express oponions and reason simply, but still had difficulty in comosing coherent and coherent paraghraphs. This study provides an overview of the importance of continuous practice in writing arguments for elementary sschool students.  

The purpose of this research is to  analyze the ability to write review texts without using the Concept Sentence model of class VIII students of SMP Negeri 2 Tigapanah, analyze the ability to write review texts by using the Concept Sentence model of class VIII students of SMP Negeri 2 Tigapanah, and analyze the impact of the Concept Sentence model on the ability to write review texts of class VIII students of SMP Negeri 2 Tigapanah. This research uses a quantitative method with a true experimental design in the form of a posttest-only control group design. The research population was all class VIII students of SMP Negeri 2 Tigapanah, and the sampling technique was carried out randomly with two selected classes: one as a control class consisting of 25 students, and one as an experimental class consisting of 25 students. Data collection techniques were carried out by observation, interviews, and review text writing tests. The results of the research indicate that the average value of the capability to write review texts of students in the control class (without the Concept Sentence model) was 65.98 with a sufficient category, while the average value in the experimental class (using the Concept Sentence model) was 85.7 with a good category. Hypothesis testing with the t-test approach using the SPSS application obtained a 2-tailed significance value of 0.00 <0.05.

This study aims to evaluate the Reading Camp program as an effort to improve students’ reading literacy at SDI Bertingkat Oepura 4 by employing formative and summative evaluation models. The Reading Camp is implemented routinely through engaging methods and is differentiated according to students’ reading proficiency levels. A qualitative-descriptive approach was used, with data gathered via interviews and documentation. Results show that the Reading Camp enhances reading skills, enriches vocabulary, and fosters students’ writing abilities and critical thinking. Active student participation and supporting facilities such as reading corners were found to play a crucial role in nurturing reading interest. Challenges identified include a decline in reading ability after long breaks and students’ lack of confidence when joining groups at different levels. Formative evaluation supports process improvement, while summative evaluation confirms the program’s effectiveness in achieving its objectives. The study underscores the need for sustained literacy strategies, improved learning resources, and ongoing teacher training to optimize literacy programs in elementary schools.

Demonstration method in improving the ability to read and write Arabic Malay (Jawi) in Madrasah Tsanawiyah. Arabic Malay writing is a cultural heritage of the Archipelago that is important to preserve, especially in Islamic education environments. The demonstration method combined with lectures and demonstration methods allows students to learn concretely through direct explanations and demonstrations, so that they are able to understand the letter forms, pronunciation, and structure of Arabic Malay writing better. This study found that the demonstrative approach gave positive results in improving students' ability to read and write Arabic Malay, and was an effective method in fostering interest in learning and preserving local cultural scripts.  

This study aims to describe the planning of the use of historical films in learning to write drama texts for Class XI.2 students at SMA Taruna Mandara, describe the implementation of using historical films in learning to write drama texts for Class XI.2 students at SMA Taruna Mandara, describe the students’ ability to write drama texts using historical films, and describe the students’ responses to the use of historical films in learning to write drama texts. This research used observation, interviews, documentation studies, and questionnaires as its methods. The analysis techniques used were descriptive qualitative and quantitative analysis. The results of this study are fourfold: (1) the planning for using historical films in learning to write drama texts includes the main objectives of using historical films, criteria for selecting historical films, the platforms used to select historical films, and the integration of historical films into the learning process, (2) the implementation consists of three stages: introduction, main activity, and closing, applying the discovery learning method, (3) the students’ learning outcomes using historical films in writing drama texts reached an average score of 82, categorized as good. (4) the students’ responses to the use of historical films in writing drama texts obtained an average score of 35.78, categorized as positive.

This study examines the correlation between reading interest and writing ability of STIKOM Yos Sudarso Purwokerto students as an effort to understand the relationship between two basic literacy skills in the context of higher education. Low interest in reading is often blamed as one of the causes of students' weak writing skills, which impacts their academic quality and critical thinking skills. This study aims to determine the extent to which reading interest affects students' writing skills, as well as provide an initial mapping of literacy conditions in the campus environment. The method used is quantitative with a correlational approach. Data was collected through questionnaires to measure reading interest levels and writing tests to assess students' writing ability. The analysis was carried out by Pearson correlation statistical test. The results of the study showed a significant positive correlation between students' reading interest and writing ability. The higher the students' interest in reading, the better their writing skills, especially in terms of writing structure, vocabulary use, and logical argumentation. These findings reinforce the assumption that active reading habits can promote significant improvements in writing skills. Therefore, a learning strategy is needed that is able to foster a literacy culture among students.

This study aims to determine the effect of the Structural Analytic Synthetic (SAS) method on second-grade elementary students' ability to write in cursive. Writing, especially cursive writing, is an essential part of learning the Indonesian language at the elementary level. However, many students still struggle with this skill. The SAS method is believed to help students understand word structures step by step—from full sentences, words, syllables, to letters—thus making the writing process easier. This research uses a quantitative approach with a quasi-experimental design and a nonequivalent control group model. The sample consisted of two classes: the experimental class received treatment using the SAS method, while the control class used conventional methods. The instrument used was a cursive writing test (pretest and posttest), and data were analyzed using a t-test with the assistance of SPSS. The results show a significant difference between the posttest scores of the experimental and control groups, with a significance value of 0.000 < 0.05. This indicates that the use of the SAS method effectively improves the cursive writing skills of second-grade elementary students.

This research aims to improve the writing skills of elementary school students through the application of mind mapping techniques. The background of this research is based on the low writing ability of students, especially in developing ideas and composing coherent and coherent paragraphs. This study uses the Classroom Action Research (PTK) method which is carried out in two cycles in grade V of elementary school. Each cycle consists of planning, implementation of actions, observation, and reflection. Data collection techniques are carried out through essay writing tests, observation of student activities, and documentation of student work. The results of the study show that the mind mapping technique can help students in systematically compiling ideas before writing, making it easier for them to develop their essays. In the first cycle, only 48% of students achieved the Minimum Completeness Criteria (KKM). After improvements were made in cycle II, completeness increased to 84%. In addition to the increase in writing results, there is also an increase in motivation and active participation of students in the writing learning process. In conclusion, mind mapping techniques have proven to be effective in improving the writing skills of elementary school students. This strategy can be used as an alternative in learning Indonesian to create a more creative, structured, and fun learning atmosphere.

This study aims to analyze the difficulties faced by phase B learners in primary schools in the skill of writing description essays. The research method used is qualitative with a case study approach, which involves observation and in-depth interviews with 20 learners. The results of the analysis showed that the difficulties in writing description essays resulted from several factors, including a lack of understanding of text structure, a lack of vocabulary, and a lack of motivation to learn. In addition, environmental factors such as support from parents and teachers also affect students' writing ability. This research is expected to provide insights for teachers and related parties in improving description essay writing skills so that students can develop optimally.

This study aims to evaluate the effectiveness of the “Word Chemistry” technique in improving poetry writing skills of 8th-grade students at SMP Negeri 3 Maos during the 2024/2025 academic year. The background of this research lies in students’ limited ability to choose precise diction and express strong imagination in writing poetry. “Word Chemistry” is a creative technique that encourages imaginative exploration and combination of words, similar to chemical reactions, enriching students’ vocabulary and poetic expression. A quasi-experimental method was applied using a pretest-posttest design involving two groups: experimental and control. The primary instruments included poetry writing tests and scoring sheets assessing diction, imagery, creativity, and expression. Data analysis revealed a significant difference between pretest and posttest scores in the experimental group (p = 0.00000122), with 90.63% of students showing improvement, although most gains were categorized as low to moderate based on N-Gain analysis. The study concludes that the Word Chemistry technique significantly enhances students’ poetry writing skills and holds promise as a creative and enjoyable method for teaching literary expression.

Female prisoners at Class IIA Gowa Correctional Facility face complex psychological challenges, such as guilt, trauma, and social isolation, which have the potential to reduce awareness of the importance of mental health. This community service program aims to increase mental health awareness through an educational and therapeutic approach based on Forgiveness Therapy and Resilience Training. Activities are carried out through three stages: problem identification and coordination with the prison, intervention implementation, and evaluation of results. Participatory methods are used to build active involvement of prisoners, with techniques such as group discussions, positive affirmations, Butterfly Hug, and emotional journal writing. The results showed an increase in participants' understanding of mental health, ability to forgive themselves, and resilience in dealing with life pressures. In conclusion, this intervention is effective in supporting the emotional recovery of prisoners and has the potential to become a model of psychosocial services that can be replicated in other correctional institutions.

Female prisoners at Class IIA Gowa Correctional Facility face complex psychological challenges, such as guilt, trauma, and social isolation, which have the potential to reduce awareness of the importance of mental health. This community service program aims to increase mental health awareness through an educational and therapeutic approach based on Forgiveness Therapy and Resilience Training. Activities are carried out through three stages: problem identification and coordination with the prison, intervention implementation, and evaluation of results. Participatory methods are used to build active involvement of prisoners, with techniques such as group discussions, positive affirmations, Butterfly Hug, and emotional journal writing. The results showed an increase in participants' understanding of mental health, ability to forgive themselves, and resilience in dealing with life pressures. In conclusion, this intervention is effective in supporting the emotional recovery of prisoners and has the potential to become a model of psychosocial services that can be replicated in other correctional institutions.

This study aims to analyze the abilities and challenges of grade IV elementary school students in writing argumentative sentences. The research was conducted with a qualitative approach of case study methods on ten students in one of the public elementary schools in Jambi City. Data were obtained through an argumentative sentence writing test and analyzed using the Miles and Huberman model which includes data reduction, data presentation, and verification. The results of the study show that students' ability to write argumentative sentences still varies. Most of the students have been able to convey their opinions in a concise and relevant manner, but there are still obstacles in the mechanical aspects of writing such as the use of spelling, punctuation, and sentence structure. These findings show the need for a learning strategy that can develop argumentative writing skills systematically and logically. Toulmin's pattern-based approach and collaborative learning models such as Group Investigation are recommended to improve students' overall argumentative writing skills from the elementary school level.

This study aims to analyze the abilities and challenges of grade IV elementary school students in writing argumentative sentences. The research was conducted with a qualitative approach of case study methods on ten students in one of the public elementary schools in Jambi City. Data were obtained through an argumentative sentence writing test and analyzed using the Miles and Huberman model which includes data reduction, data presentation, and verification. The results of the study show that students' ability to write argumentative sentences still varies. Most of the students have been able to convey their opinions in a concise and relevant manner, but there are still obstacles in the mechanical aspects of writing such as the use of spelling, punctuation, and sentence structure. These findings show the need for a learning strategy that can develop argumentative writing skills systematically and logically. Toulmin's pattern-based approach and collaborative learning models such as Group Investigation are recommended to improve students' overall argumentative writing skills from the elementary school level.