Strengthening Classroom Action Research and Scientific Writing Competencies among Vocational Teachers through an Integrated Community Engagement Workshop
DOI:
https://doi.org/10.47945/create.v1i2.3532Keywords:
Academic writing, Classroom action research, Community engagement, Vocational teachers, WorkshopAbstract
Vocational teachers need practical guidance to connect classroom problems with defensible research designs and scientific writing. This community engagement program documented an integrated workshop at SMK Karsa Mulya Palangka Raya, Indonesia, on 22 September 2026. The participatory workshop combined contextual cases, research-design discussion, guided manuscript exercises, and short-term evaluation. The materials addressed research foundations, distinctions among classroom action research (CAR), experimental and research-and-development designs, data and instruments, manuscript structure, and references. Fourteen coded evaluation sets were available; 13 included complete paired knowledge tests and 10 contained analyzable satisfaction responses. Mean test scores changed descriptively from 14.15 to 15.62 of 20; mean satisfaction was 3.99 of 5. Implemented outputs comprised teaching materials, workshop documentation, assessment instruments, and an evaluation workbook; mentoring logs and manuscript-review trackers were prepared for follow-up. The results describe initial engagement rather than a validated or causal improvement in publication competence. The program highlights the need to move beyond one-day conceptual exposure through planned, evidence-tracked writing clinics focused on participants’ actual drafts.
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Copyright (c) 2026 Steven Yulando, Ahmad Eko Suryanto, Debora Debora, I Made Supatra, Vontas Alfenny Nahan, Wiyogo Wiyogo, Agung Samudra, Diki Cahyoko, Toharudin Toharudin
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