Enhancing Teachers’ Popular Scientific Writing Competence through Religious Moderation Perspectives

Abstract

Scientific writing competence is essential for knowledge production and academic development. However, many teachers in Islamic educational institutions face challenges in developing scientific writing skills, limiting their participation in scholarly discourse. This article describes a community engagement program aimed at enhancing teachers’ capacity for popular scientific writing at Madrasah Diniyah B-05 Sidogiri Pesantren Miftahul Ulum Bengkak, Wongsorejo, Banyuwangi. The program employed a Participatory Action Research (PAR) approach, involving teachers in identifying needs, designing activities, implementing training, and evaluating outcomes. Thirteen teachers participated, with ten successfully producing articles. Six articles met general eligibility criteria, and two were published in online media outlets. These results indicate that the program strengthened teachers’ competencies in producing popular scientific writing and increased their engagement in knowledge dissemination. The integration of religious moderation perspectives also encouraged participants to develop more inclusive and moderate religious narratives. The program demonstrates that participatory writing training can improve teachers’ writing capacity while promoting religious moderation in Islamic educational settings. This initiative contributes to educational and community-based efforts to strengthen religious moderation and support teachers’ participation in academic and public discourse.