IMPLEMENTASI WORKSHOP SITASI BERBASIS MENDELEY UNTUK MENINGKATKAN KETERAMPILAN LITERASI AKADEMIK PESERTA DIDIK SMKN 1 LINGSAR, KABUPATEN LOMBOK BARAT, NUSA TENGGARA BARAT
(1) * Alfredo Arianto Permana Putra Mail (Universitas Negeri Surabaya, Indonesia)
(2) Yulia Fransisca Mail (Universitas Negeri Surabaya, Indonesia)
(3) L. Endah Cahya Ningrum Mail (Universitas Negeri Surabaya, Indonesia)
(4) Joko Joko Mail (Universitas Negeri Surabaya, Indonesia)
(5) Fendi Achmad Mail (Universitas Negeri Surabaya, Indonesia)
(6) Ali Nur Fathoni Mail (Universitas Negeri Surabaya, Indonesia)
(7) Khusnul Khotimah Mail (Universitas Negeri Surabaya, Indonesia)
(8) Inaya Retno Putri Mail (Universitas Negeri Surabaya, Indonesia)
*corresponding author

Abstract


Literasi akademik penting bagi peserta didik SMK, khususnya dalam pencarian informasi, sitasi, pengelolaan referensi, dan penyusunan laporan Praktik Kerja Industri (Prakerin). Namun, keterampilan sitasi dan pengelolaan referensi peserta didik SMKN 1 Lingsar masih perlu diperkuat. Kegiatan pengabdian ini bertujuan meningkatkan literasi akademik melalui workshop sitasi berbasis Mendeley dengan Model Workshop 5P: Pahami, Persiapkan, Praktikkan, Perbaiki, dan Terapkan. Kegiatan dilaksanakan pada 18 September 2026 dengan melibatkan 29 peserta didik. Evaluasi menggunakan desain One Group Pretest–Posttest, observasi, penilaian produk, dan kuesioner. Hasil menunjukkan peningkatan pada seluruh dimensi literasi akademik dengan N-gain kategori sedang. Evaluasi kegiatan memperoleh respons positif dengan rata-rata 94,14%. Peserta terutama merasakan manfaat dalam pengelolaan referensi, sitasi, parafrase, dan penyusunan laporan Prakerin. Workshop berbasis praktik dan tugas autentik Prakerin dapat mendukung penguatan literasi akademik peserta didik SMK dan berpotensi dilanjutkan melalui pendampingan berkelanjutan

Keywords


Literasi Akademik, Mendeley, Sitasi, Prakerin, Workshop 5P

   

DOI

https://doi.org/10.31604/jpm.v9i10.%25p 		      

Article metrics

Abstract views : 0 | PDF views : 0

   

Cite

How to cite item
   

Full Text

Download

References


Arthur, R., Maharani, S., & Maulana, A. (2024). The mapping of literacy research in vocational education: A bibliometric analysis. In J. R.P. (Ed.), AIP Conference Proceedings (Vol. 3199, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0217867

Boakye, N. A. Y., & Adika, G. S. K. (2021). Postgraduate Students’ Perceptions of Their Academic Reading and Writing: A Case of Teachers Studying at a Ghanaian University. International Journal of Literacies, 28(1), 1–18. https://doi.org/10.18848/2327-0136/CGP/V28I01/1-18

Brozo, W. G. (2016). Authentic Contexts for Developing Language Tools in Vocational Education. In Content Area Reading and Learning: Instructional Strategies, 3rd Edition (pp. 349–362). Taylor and Francis. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105024158666&partnerID=40&md5=394654e0117405a8086d1df3879c191d

Budiarto, M. K., Karsidi, R., & Rahman, A. (2024). E-Learning Platform for Enhancing 21st Century Skills for Vocational School Students: A Systematic Literature Review. Electronic Journal of E-Learning, 22(5), 76–90. https://doi.org/10.34190/ejel.22.5.3417

Fouché, I., van Dyk, T., & Butler, G. (2017). An “enlightening course that empowers first years”?: A holistic assessment of the impact of a first-year academic literacy course. Journal of English for Academic Purposes, 27, 14–30. https://doi.org/10.1016/j.jeap.2017.02.006

Hudriati, A., Noer, M. U., & Arham, M. (2019). EFL students’ attitude on Mendeley-based instruction for scientific writing in Indonesian higher education. Asian EFL Journal, 25(52), 79–95. https://www.scopus.com/pages/publications/85077540577?origin=resultslist

Iriani, T., & Wicaksono, G. (2021). Application of the Big 6 Skills Model and Information Literacy Skills for Surveying Subject at Vocational School. In S. null (Ed.), IOP Conference Series: Earth and Environmental Science (Vol. 747, Issue 1). IOP Publishing Ltd. https://doi.org/10.1088/1755-1315/747/1/012014

Jin, X. (2026). Empirical Study on the Improvement of Vocational Education Students’ Professional Literacy Through Enterprise Internship Projects. Brain and Behavior, 16(6). https://doi.org/10.1002/brb3.71483

Jomaa, N. J., & Bidin, S. J. (2017). Perspectives of EFL doctoral students on challenges of citations in academic writing. Malaysian Journal of Learning and Instruction, 14(2), 177–209. https://doi.org/10.32890/mjli2017.14.2.7

Konstantinidou, L., Madlener-Charpentier, K., Opacic, A., Gautschi, C., & Hoefele, J. (2023). Literacy in vocational education and training: scenario-based reading and writing education. Reading and Writing, 36(4), 1025–1052. https://doi.org/10.1007/s11145-022-10373-4

Li, D. (2022). A review of academic literacy research development: from 2002 to 2019. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00130-z

Li, J., Wang, F., & Supap, S. (2026). Mechanisms Influencing Digital Literacy among Higher Vocational College Students in the Context of Educational Digitalization: A Perceived Support Perspective. International Journal of Special Education, 41(3S), 382–409. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105041567676&partnerID=40&md5=3d2ff3edd0f2831396bd86e2e9bd3d5e

Ma, R., & Qin, X. (2017). Individual Factors Influencing Citation Competence in L2 Academic Writing. Journal of Quantitative Linguistics, 24(2–3), 213–240. https://doi.org/10.1080/09296174.2016.1265793

Maulana, A., Puspita, A. J., Pangastuti, K. K., Daryati, D., & Arthur, R. (2022). The Concept of Literacy Vocational-Based E-Module of Technical Mechanical Subject. In W. F.C., T. null, S. A., B. E., I. W., N. H., P. T.B., B. F., M. D., & S. L.A. (Eds.), Journal of Physics: Conference Series (Vol. 2377, Issue 1). Institute of Physics. https://doi.org/10.1088/1742-6596/2377/1/012068

Oliver, R., Grote, E., Rochecouste, J., & Exell, M. (2012). Addressing the language and literacy needs of aboriginal high school VET students who speak SAE as an additional language. Australian Journal of Indigenous Education, 41(2), 229–239. https://doi.org/10.1017/jie.2012.23

Pandey, S., Pandey, S., Dwivedi, S., Pandey, D., Mishra, H., & Mahapatra, S. (2020). Methods of Various Citing and Referencing Style: Fundamentals for Early Career Researchers. Publishing Research Quarterly, 36(2), 243–253. https://doi.org/10.1007/s12109-020-09726-0

Parkinson, J., & Mackay, J. (2016). The literacy practices of vocational training in Carpentry and Automotive Technology. Journal of Vocational Education and Training, 68(1), 33–50. https://doi.org/10.1080/13636820.2015.1104714

Payant, C., & Bell, P. (2023). DEVELOPING ACADEMIC BILITERACIES THROUGH PLURILINGUAL INTEGRATED WRITING TASKS: Students’ perceptions and reported practices. In Teaching and Learning Source-Based Writing: Current Perspectives and Future Directions (pp. 157–173). Taylor and Francis. https://doi.org/10.4324/9781003283485-14

Potocki, A., Ailloud, J., Ayroles, J., Macedo-Rouet, M., Dyoniziak, Y., Pylouster, J., & Rouet, J.-F. (2026). Fostering vocational high school students’ purposeful reading strategies: co-design of educational resources and validation in a naturalistic school setting. Instructional Science, 54(2). https://doi.org/10.1007/s11251-026-09792-5

Rey-Castillo, M., & Gómez-Zermeño, M. G. (2021). Academic writing difficulties of master’s students. Revista Electronica Educare, 25(2). https://doi.org/10.15359/ree.25-2.4

Rifai, D. S., Wahid, S., & Sumadyo, B. (2026). Integrating 21st-Century Skills into Vocational Education Curricula: A Systematic Literature Review and Bibliometric Analysis. Record and Library Journal, 12(1), 209–235. https://doi.org/10.20473/rlj.V12-I1.2026.209-235

Rioux, I., & Bélisle, R. (2022). Intégration des écrits de métier en formation professionnelle du secondaire supérieur. International Review of Education, 68(6), 865–883. https://doi.org/10.1007/s11159-022-09977-3

Rioux, I., Bélisle, R., & Saussez, F. (2025). The use of trade-related writing in upper secondary vocational education and training. Journal of Vocational Education and Training, 77(4), 1043–1063. https://doi.org/10.1080/13636820.2024.2414323

Sanches, T. (2019). To quote and refer: A formative strategy for the ethical use of information and plagiarism prevention in academia. Perspectivas em Ciencia da Informacao, 24(3), 59–72. https://doi.org/10.1590/1981-5344/3214

Werdiningsih, I., Nurhadi, K., Widiati, U., & Muniroh, S. (2025). Integrating academic literacy into contemporary learning: What we learned from an Indonesian EFL classroom. Issues in Educational Research, 35(1), 380–394. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001739546&partnerID=40&md5=dbee84d6d91a192ad8a7b63a44ad7e99

Wette, R. (2019). Embedded provision to develop source-based writing skills in a Year 1 health sciences course: How can the academic literacy developer contribute? English for Specific Purposes, 56, 35–49. https://doi.org/10.1016/j.esp.2019.07.002

Zulkarnain, I., Sitepu, Y. S., Sutatminingsih, R., & Rajagukguk, M. (2024). Student’s digital literacy competence and its implications for the learning process. International Journal of Evaluation and Research in Education , 13(2), 997–1006. https://doi.org/10.11591/ijere.v13i2.25767


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Martabe : Jurnal Pengabdian Kepada Masyarakat

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.