Strengthening Research Writing Competencies in Physics and Biology Teachers: A Practical IMRAD-Based Guide
Abstract
The objective of this community service activity is to enhance the research writing skills of physics and biology teachers through a practical guide based on the IMRAD (Introduction, Methods, Results, and Discussion) format. The method used was the Community-Based Participatory Research (CBPR) approach, which included four main stages: laying the foundation, research planning, information gathering and analysis, and acting on findings. The participants were 29 physics and biology teachers from senior high schools at UIN Raden Intan Lampung, who participated in the program from August to November 2024. The main finding was a significant improvement in participants’ understanding of the IMRAD structure, with 98% reporting a strong grasp of scientific writing after the training. However, challenges remained in writing the research background in the Introduction and interpreting and communicating results in the Discussion, which require further attention. The IMRAD-based approach effectively enhances teachers’ scientific writing skills, and additional mentoring is needed to address difficulties in specific sections.Future research could employ longitudinal studies to monitor instructors' publication progress, investigating the influence of peer collaboration, institutional support, and sustained mentoring on academic writing success.
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DOI: https://doi.org/10.20527/btjpm.v7i3.14554
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