Coaching clinic scientific article writing: Increase the awareness of lecturers through a scientific approach

Scientific articles Compiling scientific papers is one of the efforts that can be made by lecturers in developing their professional competence. By writing scientific papers, a lecturer can develop his writing skills, and develop himself to be able to integrate ideas and present them in a structured manner. This activity was carried out to increase lecturer awareness in writing scientific papers and provide education related to writing scientific articles. Preparation for the activity was carried out on August 28 2021 and the core activity was in the form of a coaching clinic for writing scientific articles and was carried out on September 4


INTRODUCTION
Requirements to become a professional, one of which is having appropriate competence in statutory regulations. In addition to personality, social, and pedagogic competencies. Lecturers are required to write scientific articles and publish them in reputable national and international journals. Law Number 14 of 2005 (Indonesia, 2005) concerning Manpower and Government Regulation Number 19 of 2005 (Depdiknas, 2008), making scientific articles is one of the sub-elements of realizing lecturers as professionals. Scientific articles have a large credit value and determine a functional promotion

Article history
for lecturers (Mayyas & Alzoubi, 2022). The purpose of writing scientific articles in reputable journals for lecturers besides offering problem-solving or presenting research results is also useful for obtaining credit scores as a condition for promotion or position (Kristiawan et al., 2023). The knowledge of young lecturers is still very minimal in writing reputable journal articles. Busyness in carrying out the tri-dharma of higher education, especially in the field of teaching and education, means that lecturers do not have much time to write reputable articles (Hartati & Rasyid, 2017). Research conducted by lecturers as a basis for making scientific articles has not been widely used. The method offered to overcome the problems faced by lecturers is a coaching clinic in writing research-based scientific articles so that lecturers can write and produce scientific articles to be published in reputable journals as a condition for promotion to the level of Professor (Rohmah et al., 2016). Zoom meeting is a relatively new technology that was initially adopted as a marketing tool and introduced as an important form of using information and communication technology (Archibald et al., 2019). Uses of Zoom meetings include training, group meetings, meetings, and recently, during the Covid-19 pandemic, delivering lectures and tutorials at educational or academic centers (Erna et al., 2022). Existing literature in education suggests Zoom meetings are as effective as lectures but lack a practical framework that would guide the design, delivery, and evaluation of Zoom meetings (Archibald et al., 2019) (Reyna et al., 2020) (Stošić, 2015) (Guzacheva N & Orchid, 2020). Technology is also recognized as an opportunity to involve students in assessments for learning settings and one of them is an effort to increase productivity as an academic amid a pandemic by participating in IT-based training (Elmahdi et al., 2018). Coaching Clinic Writing scientific articles for Lecturers is carried out through the Zoom meeting application, which is on Saturday, September 4, 2021. The Coaching Clinic form of Writing Scientific Articles for Lecturers is the direct practice of writing scientific articles and explaining the process of submitting scientific articles to journals. Therefore, this coaching clinic will enable lecturers to consider the learning activities most frequently used in research to design their articles (Lee & Markey, 2014).
The aim of the coaching clinic for Writing Scientific Articles for Lecturers is so that lecturers can conduct research based on scientific articles to increase lecturer motivation in participating in more intensive scientific article writing training. Quality education is of course expected for the progress of a nation, education is not just a means of being an 'agent of change' for the younger generation who will become the successors of a nation, but also must become an 'agent of producer' to create a real transformation (Yiannouka, 2016). Education which is the standard is not only formal education, but what is meant is education which must also be able to change the mindset and point of view of the nation's children who will become successors one day (Efendi et al., 2020). Innovative and quality education will encourage someone's creativity, especially the younger generation to hone their curiosity as agents of innovation who will play an important role and apply the concept of sustainable development (Mróz & Ocetkiewicz, 2021). Based on the results of the UNESCO report, Indonesia is currently ranked 64th out of 120 countries for the quality of education in the international world. Meanwhile, according to the Education Development Index, Indonesia was ranked 57th out of 115 countries in 2015 (UNESCO, 2015). The quality of education in Indonesia is still very underdeveloped when compared to other ASEAN countries such as Singapore which is ranked 11 th (Suryawan et al., 2023). To overcome this, the Sustainable Development Goals (SDGs) program was implemented (Akenroye et al., 2018). Including in Indonesia as an effort to improve and advance people's welfare, one of which is to improve quality in the field of education (Humaida et al., 2020). SDGs are a follow-up program from the MDGs or Millennium Development Goals which involve more developed, developing, or less developed countries (World Health Organization [WHO], 2015). One of the strategies in implementing the SDGs in education is the 4th goal, namely "ensuring education that is of equal quality, inclusive and supports lifelong learning opportunities for all" (Urata et al., 2023). Thus it is hoped that the holding of this program can improve the quality or quality of education in Indonesia.
Based on the results of previous research (Benny A. Pribadi, 2017), namely regarding the implementation of the SDGs in Papua, much has been discussed about the condition of education in Papua and how the implementation of the SDGs program is. This research has differences from this research, where previous research discussed how the implementation of SDGs in Papua and efforts to improve the quality of education in the Papua area, while this dedication discusses the results of an analysis of the achievements of the SDGs program as an effort to improve the quality of education in Indonesia through coaching scientific article writing clinic. It is hoped that this service can provide benefits for the community so that they know what the efforts of the SDGs program are to improve the quality of education in Indonesia. This service is also expected to be able to provide information and knowledge about the SDGs program in the education sector through coaching clinic activities for writing scientific articles.

METHOD
This service was carried out through a Zoom meeting facilitated by LPPM Politeknik Medica Farma Husada Mataram to ensure the time for the training to be carried out so that all invited participants could attend. Partners in community service provide facilities for Zoom meetings, make publications, organize events, and coordinate all activities carried out (Permana et al., 2021). Coaching clinic with direct practice. Based on the problems faced by partners or participants, the approach used is direct practice. In the early stages, the material will be given an overview of accredited national journal articles. The next method is the direct practice of writing scientific articles in accredited national journals, both research journals and service journals.
In carrying out this scientific article writing training, it was carried out in direct practice, the facilitators (lecturers in the field of Science) brought laptops so that they could practice writing scientific articles directly from the results of their research. At the Zoom meeting coaching clinic for writing scientific articles in accredited national journals, there is an overview of accredited national journal articles and practices. At the beginning of this training, young lecturers from various institutions seemed enthusiastic about participating. This can be seen from the participation of the Zoom meeting participants. The discussions that were built were very interactive and educative. The number of participants in this coaching clinic activity was 15 people from 6 universities. This Coaching Clinic activity lasts for 2 days, on the first day in the form of material presented and the second day in the form of online article writing training via the WA group. Measuring the success of this program is done by giving pre-test and post-tests to the participants.

RESULTS AND DISCUSSION
Community service with the title coaching Clinic Writing Scientific Articles is targeted for young lecturers to publish their work in accredited national journals. Based on the problems faced by community service partners, namely young lecturers from various institutions (Mataram Husada Medica Farma Polytechnic, Nahdlatul Wathan Mataram University, Mataram Muhammadiyah University, Hamzanwadi University, Jenderal Achmad Yani University Yogyakarta, Jember University) who have functional positions experience difficulties in writing scientific articles as a prerequisite for promotion, the approach taken by the presenters is direct practice with lecturers as the target of this training. At this initial stage, the lecturers will be given an overview of accredited national journal articles. The next method is the direct practice of writing scientific articles that will be submitted to accredited national journals or reputable international journals (Figure 1).

Figure 1. Activity flyer
In online education, learning is asynchronous or synchronous, or a combination of both. Asynchronous learning is a method of teaching and learning that does not occur at the same time (Kara, 2020), whereas synchronous learning refers to teaching and learning that occur at the same time, both carried out through technologies such as the Internet. When online education began in the late 20th century, most online programs and classes were synchronous and used chat rooms, instant messaging, and texting. This is following research that uses Zoom as a learning medium. In the initial session of this training, the lecturers seemed enthusiastic about participating in the training activities, this can be seen from the lecturers' participation in practice and question and answer. In the second session, the participating lecturers became more enthusiastic because the training was more practical, they immediately sent scientific articles and how to submit scientific articles to national and international journals. The lecturer seemed very happy because there are various ways that lecturers can do to practice writing scientific articles both for accredited national journals and reputable international journals (Figure 2). The implementation of the training activities ran smoothly thanks to the participation and support of the Director of the Medica Farma Polytechnic Husada Mataram. The lecturers benefit greatly from the assistance provided by the presenters and try to implement it in writing scientific articles for accredited and reputable national journals. Effective online instruction depends on well-designed course content, motivated interaction between instructor and lecturer, and well-prepared and fully supported instructors. At the start of the meeting on September 4, 2021, community service activities began with the first material, an overview of accredited and reputable national journal articles. Approximately 24 lecturers were present, and they seemed enthusiastic about listening to the material presented. After finishing the presentation of the material, the lecturers asked several questions.
In the second session, material regarding the practice of writing scientific articles in accredited national journals and reputable international journals starts from the initial determination of titles, writing abstracts, introductions, methodologies, research results, and discussions and conclusions. Accredited and reputable international journals through OJS. Coaching clinic participants are instructed about the structure and systematics of writing scientific articles in accredited national journals and reputable international journals. After that, the participants discussed the topic in a discussion session (meeting).
The number of participants who attended this coaching clinic activity was 15 participants from a total of 20 applicants. The total percentage of attendance is 75%. To measure the success of this activity is done by giving a pre-test and post-test. The results of changes in the ability of participants are presented in Table 1.