Developing Madrasah Teachers’ Academic Writing Competence through Digital Literacy: An Application of the SCONUL Seven Pillars Model
DOI:
https://doi.org/10.15642/jpai.2026.14.1.1-16Keywords:
Digital Literacy, Writing Competence, SCONUL Seven Pillars, Madrasah Teachers, Continuing Professional DevelopmentAbstract
For madrasah teachers in Indonesia, the production of scholarly writing (karya tulis ilmiah), especially classroom action research, is a formal component of Continuing Professional Development (Pengembangan Keprofesian Berkelanjutan, PKB) under the Ministry of Religious Affairs. This study evaluates a digital-literacy training programme delivered by the UIN Sunan Ampel Surabaya (UINSA) Library to support that obligation. It pursues two objectives: to determine the level at which madrasah teachers implement the SCONUL Seven Pillars model in digital-literacy activities aimed at improving writing competence, and to analyse the impact of those activities on IMRaD-based writing competence. A descriptive, convergent mixed-methods design was used. Questionnaire data were collected from 100 of the 177 participating teachers across three regencies in East Java (Tuban, Gresik, and Lamongan) and analysed using a percentage formula; documentary evidence comprised 42 submitted works, of which 27 met IMRaD completeness; and interviews were conducted with purposively selected high-performing participants and programme leaders. The study found, first, that all seven elements fell in the high band (60-80%)-identify 79%, plan 80%, gather 79%, manage 77%, present 79%-except scope (81%) and evaluate (83%), which were very high (80-100%). Second, writing competence was high, as 27 of the 42 collected works (64%) were completed in IMRaD form. The study’s contribution is to propose an eighth pillar, Product, that renders the SCONUL model output-oriented, and to map the resulting participant typology-passive, adaptive, and productive-onto Hellriegel and Slocum’s knowledge-skills-abilities (KSA) construct.
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