IMPROVING THE ABILITY OF WRITING SCIENCE ARTICLES OF BASIC SCHOOL

TEACHERS THROUGH COMMUNITY SERVICE ACTIVITIES

Muhammad Rizki Ramadhan, Iskandar Muda

The Accounting Department, Faculty Economic and Business, Universitas

Sumatera utara, Medan, Indonesia

Correspondence: Muhammad Rizki Ramadhan, Iskandar Muda, The Accounting

Department, Faculty Economic and Business, Universitas Sumatera Utara,
Medan, Indonesia.

Email : mrizkyramadhanhsb@students.usu.ac.id

Abstract
Writing scientific articles is a very important activity in the world of education, because
it is a scientific activity that can communicate the results of thoughts, research and
services carried out by the academic community. The purpose of this community service
is to improve the ability to write scientific articles in the field of science of elementary
school teachers in Gunungpati District, Semarang. There are 3 main activities in this
service, namely the first meeting of training to write scientific scientific articles by
providing examples and critical reviews of how to write. The second activity provides
assignments to make core points for writing scientific scientific articles, and the third
activity provides assistance to provide consultation for scientific scientific articles to be
made. Based on the evaluation of the implementation of community service activities and
the results of the normalized gain test, it appears that there has been an increase in the
ability to write scientific scientific articles of elementary school teachers through this
community service activity by 0.74 (high category). The conclusion of this community
service activity is that there is an increase in the ability to write scientific articles for
elementary school teachers in Gunungpati District, Semarang.

Keywords: scientific articles, community service, elementary school.

1. Introduction
Along with the issuance of the Teacher and Lecturer Law in 2006, and the implementation of the
contents contained in the law, teachers and lecturers are required to improve their professionalism.
There are several aspects that are required for professional improvement, one of which is the
enhancement of the ability of teachers / lecturers through scientific work / research results. The
number of SD / MI teachers in Gunungpati District is quite a lot, and on average they have not yet
graduated from S1 PGSD. Meanwhile, according to the Teacher and Lecturer Law, to become a
professional teacher in SD, you must have a PGSD S1 qualification. Such counter-productive
conditions are also scattered throughout Indonesia. Various efforts have been taken by the
government, for example providing scholarships to continue their studies to a higher level, or by
following trainings.
Based on information from the UPTD District Education Office. Gunungpati and conducting
an initial need assessment (Ellianawati, et al: 2012), obtained data on the ability of teachers to write
scientific papers is very minimal. This is because, among others, 1) Teachers' knowledge of writing
scientific articles is low, 2) Teachers still find it difficult to carry out classroom-based research which
results in scientific publications. So it is a real fact, many teacher ranks stop at group IVa. This is
because getting to the next group requires the publication aspect of scientific research articles. 3)
Teacher enthusiasm in writing scientific articles is low. From these problems, it can be formulated
community service activities for elementary school teachers in Gunungpati District, namely how to
improve the ability to write scientific articles for elementary school teachers in Gunungpati District,
Semarang?
The purpose of community service activities is to improve the ability to write scientific articles
in the field of science of elementary school teachers in Gunungpati District, Semarang. Meanwhile,
the benefits of community service activities in terms of science and technology development are
increasing the ability of SD Se Kec. Gunungpati Semarang in writing scientific articles according to
JPFI principles.
A scientific article is an argumentative essay or article. This paper is based on the results of a
person's research or theoretical study. Regarding the research process and writing research reports,
scientific articles can be said to be "miniature" research reports. The scientific article is a summary
because it is shorter in length than the research report itself. Why do we need to compile scientific
articles? Scientific articles are a means of publishing ideas or thoughts, as well as the results of our
research through various scientific media, such as scientific journals, newspapers or for the benefit
of dissemination or research seminars. Every scientific journal has a different writing style and
technique. In addition, each scientific journal also has its own uniqueness in terms of the themes
raised. There are journals with themes of politics, economics, history, literature, education and so on.
For that, we need to look at the criteria for the journal to be addressed. The technique of writing
scientific articles is basically the same as the technique of writing research reports. The difference is,
scientific articles are arranged more concisely.
Improving the quality of education in schools can be pursued in various ways, including:
increasing the initial provisions of new students, increasing teacher competence, increasing the
content of the curriculum, improving the quality of learning and assessing student learning outcomes,
providing adequate teaching materials, and providing learning facilities. Of all these ways, improving
the quality of learning through improving the quality of educators occupies a very strategic position
and will have a positive impact. These positive impacts are in the form of: (1) increasing the ability
to solve real educational problems and learning problems; (2) improving the quality of inputs,
processes and learning outcomes; (3) professional improvement of educators; (4) application of
research-based learning principles (Depdiknas Ditjen Dikti: 2006, 4). Efforts to improve the
competence of educators to solve learning problems faced while carrying out their duties can be done
through collaborative classroom action research between lecturers and teachers. Through Classroom
Action Research (CAR) educational and learning problems can be studied, improved and resolved
so that innovative educational and learning processes and better learning outcomes can be realized
systematically. HTA efforts are expected to create a learning culture among lecturers at the LPTK
and teacher-student at schools. CAR offers opportunities as a performance development strategy
through teaching-learning problems solving, because this research approach places educators as
researchers as well as agents of change whose work patterns are collaborative and mutually
empowering (PPM Team of Physics Unnes in Pati : G6TTF5R5RVT2006).
After producing research, the next step for a researcher / teacher is to publish the research
results in scientific journals or scientific meetings. Scientific people should be able to present
scientific papers in written form. Therefore, scientific people or researchers need to practice writing
the results of their research or other scientific activities so that the results can provide good
information for readers. Some scientific works are published and some are not published. Scientific
works published are called scientific articles, for example, scientific journals or magazines,
proceedings, and books. Meanwhile, scientific papers that are not published are research reports, field
practice reports, theses, theses and dissertations. In general, the writing pattern of research reports,
theses, theses, dissertations and scientific journals consists of three parts, namely the opening part,
the body of the writing and the final part. Writing articles can be started from anywhere, the details
related to the article are presented as follows:
The title of a scientific article must be positive, concise, specific, but clear enough to describe
the research or activity being carried out. The title should be no more than 12 words (excluding
conjunctions and prepositions) containing several keywords to facilitate reading the literature.
Meanwhile, according to Darley, J. M., Zanna, M. P., & Roediger III, H. L. (Eds) (2003) the words
in the title of a scientific article range from 10 to 12 words. In general, titles tend to be indicative, that
is, they refer to the subject matter and not to the conclusion. However, sometimes the title can also
be informative, in the form of a summary summary in a few words. Informative titles are difficult to
produce for scientific journals; This is different from the title of the article in a newspaper. The credit
line consists of two elements, namely the name of the author and the name of the institution and the
address where the research was carried out. Include only the names of persons directly involved in
the planning, implementation, analysis, synthesis and writing of the research who are entitled to
authorization credit.
Abstract is a complete and clear abbreviation that explains the entire content of the writing
and is generally presented in one paragraph using no more than 200 words (Burrows, T. (2011).
Abstract contains problems, methods, and results (Carpenter, K., 2001). By not repeating the
words in the title, write down the main problem and the reasons for the research and the goals you
want to achieve.
The Introduction section does more than just contain statements about the problem and
direct the reader to the relevant literature. Through a logical explanation, state what was studied
and what the expected outcome was. In a good article there are generally only a few paragraphs
in the introduction. Research hypotheses, if any, can be included in this section.
Today, there are rarely any scientific journals that specifically include a Literature Review
section. If a scientific journal allows a Literature Review section, include the latest, relevant, and
state of the art literature. Describe the literature review that gave rise to the idea and based your
research activity. Reference to the literature does not need to be extensive, but should be sufficient
to formulate the framework or concepts used in the research. Authors should not only present
quotations but also review them. All references must be in accordance with the Bibliography.
Describe the method in detail (variables, the model used, the research design, the data collection
and analysis techniques, and the method of interpretation). For certain fields, it is necessary to
mention the name of the reagent manufacturer as well as the brand and type of equipment. For
research using qualitative methods, describe the approach used, the process for gathering and
analyzing information, and the process for interpreting the research results.
Present research results appropriately in a systemized manner. If there is too much data, there
are times when you need to be selective in presenting it. With careful consideration, design tables,
graphs, pictures or other auxiliary tools to clarify and shorten the descriptions that should be given.
Do not provide repetitive information, for example in the form of tables and figures. Tables and
figures need to be mentioned in the text and should not be far from the text in question. Avoid
repeating information already in the illustration at length. Interpret the results obtained by paying
attention and adjusting them to the problem or hypothesis expressed in the Introduction.
A discussion is a collection of arguments regarding the relevance, usefulness, and likelihood
or limitations of your experiment and its results. Discussion is the part where a person is most free to
express himself. The opinions of people who have been summarized in the Introduction or Literature
Review need not be repeated but should be referred to as necessary. Expand the meaning of the
findings and explain how the new conclusions broaden the horizons of science and technology. If
necessary, give implications for the application of the new findings and point out other aspects that
need further investigation. End the discussion positively, firmly, and strongly.
Not all scientific journals want a Conclusion section. Conclusions can be implied in the
Discussion section. The characteristics of the conclusions are (a) Conclusions are inferencing,
deduction, abstraction, implication, interpretation, general statements, and / or generalization based on
findings. (b) Conclusions must answer the research problem. (c) Conclusions must be made based on
facts, not what is implied by them. (d) Conclusions must be formulated succinctly and accurately, but
contain all the information on the research results as the research problem. (e) The statement must be
emphatic; there is no question of validity and reliability.

2. Literature Review

2.1 UPTD District Education Office. Gunungpati and do a need assessment

Based on information from the UPTD District Education Office. Gunungpati and
conducting an initial need assessment (Ellianawati, et al: 2012), obtained data on the ability of
teachers to write scientific papers is very minimal. This is because, among others, 1) Teachers'
knowledge of writing scientific articles is low, 2) Teachers still find it difficult to carry out
classroom-based research which results in scientific publications. So it is a real fact, many teacher
ranks stop at group IVa. This is because getting to the next group requires the publication aspect
of scientific research articles. 3) Teacher enthusiasm in writing scientific articles is low. From
these problems, it can be formulated community service activities for elementary school teachers
in Gunungpati District, namely how to improve the ability to write scientific articles for
elementary school teachers in Gunungpati District, Semarang?

2.2 The purpose of community service activities

The purpose of community service activities is to improve the ability to write scientific
articles in the field of science of elementary school teachers in Gunungpati District, Semarang.
Meanwhile, the benefits of community service activities in terms of science and technology
development are increasing the ability of SD Se Kec. Gunungpati Semarang in writing scientific
articles according to JPFI principles.
2.3 The issuance of the Teacher and Lecturer Law in 2006
Along with the issuance of the Teacher and Lecturer Law in 2006, and the implementation
of the contents contained in the law, teachers and lecturers are required to improve their
professionalism. There are several aspects that are required for professional improvement, one of
which is the enhancement of the ability of teachers / lecturers through scientific work / research
results. The number of SD / MI teachers in Gunungpati District is quite a lot, and on average they
have not yet graduated from S1 PGSD. Meanwhile, according to the Teacher and Lecturer Law, to
become a professional teacher in SD, you must have a PGSD S1 qualification. Such counter-
productive conditions are also scattered throughout Indonesia. Various efforts have been taken by
the government, for example providing scholarships to continue their studies to a higher level, or by
following trainings.

2.4 Improving the quality of education in schools

Improving the quality of education in schools can be pursued in various ways, including:
increasing the initial provisions of new students, increasing teacher competence, increasing the
content of the curriculum, improving the quality of learning and assessing student learning
outcomes, providing adequate teaching materials, and providing learning facilities. Of all these
ways, improving the quality of learning through improving the quality of educators occupies a
very strategic position and will have a positive impact. These positive impacts are in the form of:
(1) increasing the ability to solve real educational problems and learning problems; (2) improving
the quality of inputs, processes and learning outcomes; (3) professional improvement of
educators; (4) application of research-based learning principles (Depdiknas Ditjen Dikti: 2006,
4). Efforts to improve the competence of educators to solve learning problems faced while
carrying out their duties can be done through collaborative classroom action research between
lecturers and teachers. Through Classroom Action Research (CAR) educational and learning
problems can be studied, improved and resolved so that innovative educational and learning
processes and better learning outcomes can be realized systematically. HTA efforts are expected
to create a learning culture among lecturers at the LPTK and teacher-student at schools. CAR
offers opportunities as a performance development strategy through teaching-learning problems
solving, because this research approach places educators as researchers as well as agents of
change whose work patterns are collaborative and mutually empowering (PPM Team of Physics
Unnes in Pati : G6TTF5R5RVT2006).

3. Method
The method of implementing community service activities for elementary school teachers
in Gunungpati Semarang District consists of lectures, discussions (reviewing examples of
scientific articles, assignments and assistance in writing scientific articles for teachers who
already have draft scientific scientific articles. as many as 36 elementary school teachers from
Gunung pati District, Semarang, Head of UPTD Gunungpati District, School Supervisors and
Service Teams from the Department of Physics, Faculty of Mathematics and Natural Sciences
Unnes. At the first meeting, training materials were given in scientific writing according to the
rules of the Accredited National Journal of the Department of Physics, FMIPA Unnes (JPFI).
 The second meeting was given an assignment in the form of making points to write scientific
articles, and the third meeting was carried out by reviewing the results of assignments and
assistance for teachers who already had a draft of scientific scientific articles. Evaluation of this
community service activity was carried out by giving quizzes before and after training activities.
n write scientific scientific articles. The evaluation function is to determine the extent of the
effectiveness of the implementation of activities and to determine the absorption capacity of
participants in this scientific scientific article writing training..

4. Results and Discussion

4.1 Results

Based on the implementation of community service activities for Elementary School Teachers in
Gunungpati Semarang District, it was obtained a profile of the ability to write scientific scientific
articles before and after the activity occurred in Figure 1 below, namely:

Figure 1. The ability to write scientific articles for elementary school teachers
: create scientific article topics,
: map the article material in the introduction,
: designing research methods,: making a bibliography.

In Figure 1. Regarding the profile of the ability to write scientific scientific article drafts of
elementary school teachers in Gunungpati District, it has increased quite significantly. This can be
seen in Figure 1. The teacher's ability to design scientific article ideas or topics is quite good. Before
being given training, teachers still had difficulty expressing ideas in the form of a good topic or article
title, it was seen that only 26% of teachers were able to make good and operational topics. However,
after the presenter was given cases and sample articles, the teacher was able to make a good topic or
article title so that it increased to 86%. The weakness of the teacher in determining this topic is that
the teacher has difficulty making specific scientific article titles, but is clear enough to describe the
research or activity being carried out. The average title made by the teacher does not describe the
research activities carried out. The titles written by the teachers are informative which are similar to
the titles of newspaper articles. This is of course very different between scientific articles and
newspaper articles.
Meanwhile, the next difficulty experienced by the teacher before being given this training
material was in making an outline of the material to be written in the article. Likewise, the
teacher's ability to determine research methods is very low, namely 5%. Based on the discussion
during the training, information was obtained that some teachers only knew the term method in
research, but did not yet know how to do and measure it. So that when given the teacher evaluation
sheet, it seems that they only write the method without knowing whether or not the method is
used in the study. Most teachers still confuse the learning model with the research method.
Therefore, the introduction of research methods is very important to assist teachers in conducting
research and writing scientific articles. However, the teacher's ability to write bibliography was
quite good, namely 62% before being given the material they were able to write a bibliography.
Meanwhile, from the quizzes given before and after the activity, an overview of the gain in writing
the ability to write scientific articles is presented in Table 1 below:

4. 2 Discussion

Table 1. Test and gain of the ability to write scientific articles of science elementary school
teachers in Gunungpati Semarang District

Hasil
Ability Type Pre Post (N- Ket
test test gain)
Make scientific 26 86 0,81 High
scientific article
topics
Mapping the
article material 14 82 0,79 High
in the
introduction
Designing / 5 61 0,59 Mode
determining rate
research methods
Create a 62 91 0,76 High
bibliography
Mean N gain 0,74 High

Based on Table 1. It can be seen that the three teachers' abilities have increased significantly,
namely making scientific scientific article topics, making material outlines in the introduction and
making bibliography. The results of the normalized gain for the three abilities are in the high
category. This shows that the material provided by the presenter is well absorbed by the
community service participants. The enthusiasm for learning to write science scientific articles for
elementary school teachers in Gunungpati District is very high, as seen from the relatively high
number of participants during community service activities. In Table 1, it is obtained that a
normalized N gain average of 0.74 in the high category, meaning that there has been an increase
in the ability to write scientific articles for elementary school teachers in Gunungpati Semarang
district through this community service activity.
5. Conclusion

Based on the results of the training that has been carried out, it can be concluded as follows:
Elementary school teachers in Gunungpati District have been able to make the main draft of
scientific scientific article writing according to the principles of JPFI (Indonesian Journal of
Physics Education), which is an accredited national journal owned by the Department of Physics,
FMIPA Unnes. The results of the evaluation of the training showed the enthusiasm of the
participants because all the representatives of SD Se Gunnungpati District were present. Through
the motivation of the servants from the Department of Physics, Faculty of Mathematics and
Natural Sciences Unnes, it appears the teacher's desire to conduct research and scientific
publications. This can be seen during the question and answer session, the teacher intends to know
and understand the techniques of writing scientific articles that are good and worthy of being
published in journals.

References
Burrows, T. 2011. Writing research articles for publication. Unpublished manuscript, the Asian
Institute of Technology Language Center, Khlong Luang, Thailand.
Ellianawati, B. Subali, S. Linuwih, A. Sopyan & P. Marwoto. 2012. Strategi Pembelajaran
Inkuiri pada Mata Pelajaran IPA Sebagai Upaya untuk memberdayakan Guru SD
Kecamatan Gunungpati Semarang. Laporan Pengabdian Masyarakat. Fisika-FMIPA
Unnes: Semarang.
Depdiknas Ditjen Dikti Direktorat Ketenagaan. 2006. Pedoman Penyusunan Usulan dan
Laporan Penelitian Tindakan Kelas. Jakarta
Darley, J. M., Zanna, M. P., & Roediger III, H. L. (Eds). 2003. The Compleat Academic:
A Practical Guide for the Beginning Social Scientist, 2nd Edition. Washington, DC: American
Psychological Association.
Carpenter, K.2001. How to Write a Scientific Article. The Journal of Paleontological Sciences:
JPS.TD.07.0001.
Soedarsono, FX. 1997. Pedoman Pelaksanaan Penelitian Tindakan Kelas, Rencana Desain dan
Implementasi. Jakarta : Dirjen Dikti, Depdikbud
Sukidin, dkk. 2002. Manajemen Penelitian Tindakan Kelas. Jakarta : Insan Cendikia
Tim Pengabdian Masyarakat Jurusan Fisika UNNES. 2006. Makalah Penulisan Artikel Ilmiah
Sains untuk Guru MTs/ MA se-Kabupaten Pati.