THE STAR METHOD: SCIENTIFIC WRITING TRAINING TO ENHANCE THE SCIENTIFIC WRITING PROFESSIONALISM OF LABSCHOOL UNNES TEACHERS

Abstract

Scientific writing competence is an essential indicator of teacher professionalism that supports continuous professional development. However, many teachers still encounter difficulties in preparing and publishing scientific articles. This community service program aimed to improve the scientific writing professionalism of Labschool Universitas Negeri Semarang teachers through scientific writing training using the STAR (Situation, Challenge, Action, Reflection) method. The program employed a participatory approach involving 35 teachers through four stages: socialization, training, mentoring, and evaluation. Program effectiveness was measured using pre-test and post-test assessments. The results demonstrated significant improvements in teachers' knowledge and skills in preparing systematic scientific articles. Approximately 90% of participants successfully produced improved article drafts, while the average score increased from 61 to 89.88 with an N-Gain score of 0.723, indicating a high level of effectiveness. Furthermore, participants showed better understanding of article structure, reference management, publication ethics, and journal submission procedures. Therefore, the STAR-based training proved effective in enhancing teachers' scientific writing competence and professionalism while strengthening the academic culture at Labschool UNNES.