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Scientific writing is one of the essential skills that college students need to support research activities and the development of knowledge. However, students still encounter various challenges during the writing process. This study aimed to identify students’ responses toward scientific activities at FMIPA Universitas Negeri Surabaya and to examine the difficulties experienced by students in preparing scientific papers. The study employed a qualitative descriptive method using a purposive sampling technique. The research subjects consisted of 36 students from various study programs at FMIPA Universitas Negeri Surabaya who had been involved in research activities and scientific proposal writing. Data were collected through student response questionnaires consisting of closed-ended and open-ended questions. The data were analyzed descriptively and presented in tables and narrative descriptions. The results showed that most students had understood the existing student research programs and were familiar with the use of research guidelines. However, students still faced difficulties in systematically organizing research ideas, determining research variables and methods, finding relevant literature reviews, and connecting theories from various references. In addition, time management and the use of citation management applications were also obstacles for some students. Therefore, more structured assistance is needed through scientific writing training, reference searching training, and the use of citation management applications to improve the quality of students’ scientific writing.

This research is motivated by the low skills of students in writing speech texts, especially in the aspects of structure, idea development, and language use. This study aims to describe the application of infographic media, analyze the differences in writing abilities between the experimental and control classes, and determine student responses. The study used a quantitative approach with an experimental design at SMP Negeri 55 Surabaya. The research sample consisted of class VIII B as the experiment and VIII A as the control. Data collection techniques included observation, pretest and posttest tests, and questionnaires. Data analysis used descriptive statistics and independent sample t-test. The results showed that the application of infographic media ran very well. There was a significant difference in the ability to write speech texts between the two classes, with an average posttest score of 78.2 for the experimental class and 69.5 for the control class (sig. 0.000 <0.05). Student responses were also in the very good category. Thus, infographic media is effective in improving students' speech writing skills.

This study aims to examine the application of artificial intelligence (AI) in learning to write scientific papers and its impact on the level of originality of students in the Indonesian Language and Literature Education Study Program (PBSI) Semester VI at Bina Bangsa University. This study uses a qualitative method with a descriptive approach, which was conducted through reference searches and interviews with 30 of the total 35 students. The results of the study indicate that AI is utilized functionally as an aid in the writing process, such as compiling outlines, paraphrasing, developing ideas, and reviewing writing. Based on the interview results, the use of AI platforms is dominated by Chat GPT at 50%, followed by Perplexity at 27%, and Gemini.ai at 23%. These findings indicate that students do not rely on a single platform, but rather utilize various technologies adaptively according to their needs. In terms of discussion, the use of AI has a positive impact in the form of improved writing quality, time efficiency, development of creative ideas, increased digital literacy, and the provision of instant feedback. However, there are also challenges that arise, such as the potential for decreased originality, dependence on AI, the risk of violating academic ethics, information bias, and data privacy issues. Therefore, AI should be used as a tool, not a substitute for students' critical thinking skills. This research emphasizes the importance of using AI wisely, critically, and responsibly so that students can produce original, high-quality, and integrated scientific work in the digital age.

This study was conducted with the aim of explaining the influence of the project based learning model assisted by four square on the ability to write argumentative texts of class XI students of SMA Negeri 12 Semarang and its implications in learning to write. The method used in this study is a quantitative quasi-experimental approach with the nonequivalent posttest-only control group design. This design was chosen to determine the difference in the ability to write argumentative texts between students taught using the project based learning model assisted by four square and students taught with ordinary or conventional learning models. The results of the study showed that there was an influence of the project based learning model assisted by four square on students' argumentative text writing skills through the non-parametric Mann-Whitney U test of 115.500, a Z value of -4.973, and a significance value (Asymp. Sig. 2-tailed) of <0.001. Because the significance is smaller than 0.05, the null hypothesis (H₀) is rejected. It can be said that there was a significant difference between the results of the argumentative text writing test of students in the experimental class and the control class. Based on this, the application of the project based learning model assisted by four square can be used as an alternative learning model that has a positive influence on the ability to write argumentative texts of class XI students and has implications for writing learning.

Limited competence among teachers in systematically managing scientific references remains one of the main challenges in producing high-quality scientific writing. This community service activity aims to enhance the competence of Biology MGMP teachers in Sidoarjo in reference management through a Smart Referencing approach using the Mendeley application as a Reference Management System. The methods employed include training sessions, hands-on practice, and mentoring in the use of Mendeley, covering installation, library management, and the automatic integration of citations and bibliographies into scientific documents. The evaluation of the activity was conducted through questionnaire distribution to measure participants’ improvement in understanding and skills. The analysis results indicate that several technical aspects, such as the use of the Mendeley plugin in Microsoft Word (score = 3.40) and the overall ease of use of the application (score = 3.00), fall into the high category on a maximum scale of 4. This suggests that although the application is perceived as useful, there is still a need for initial adaptation in its usage. Furthermore, the overall mean score of all questionnaire items is 3.74, with a satisfaction index of 93.5%, which falls into the very high category. These findings indicate that the Mendeley-based Smart Referencing training received very positive responses and was effective in improving participants’ understanding and skills in reference management for scientific writing.

English Correspondence is an important course for university students from non-English departments as it equips them with professional writing skills needed in the workplace, including job application letter writing. This study aims to describe students’ writing outcomes in writing job application letters after receiving instruction in an English Correspondence course. The study employed a descriptive qualitative research design. The participants consisted of 22 students from a non-English department enrolled in the English Correspondence course at Stekom university. The data were obtained from students’ final job application letters and analyzed using an analytic writing assessment rubric focusing on content relevance, completeness of letter structure, organization, and use of formal English. The findings reveal that students generally achieved good writing outcomes in writing job application letters. The strongest aspect was the completeness of letter structure, indicating that most students were able to apply the standard format and components of a job application letter appropriately. Students also demonstrated relatively good performance in content relevance and use of formal English. However, weaknesses were identified in organization and language accuracy, particularly in developing coherent ideas and using grammatically accurate formal expressions. The analysis of representative excerpts from students’ letters further illustrates variations in writing quality across aspects. Overall, the findings suggest that instruction in the English Correspondence course contributed positively to students’ ability to write job application letters. This study highlights the importance of examining students’ writing outcomes holistically to provide insights for improving instructional practices in teaching professional writing.