Scientific article writing is an important component of academic literacy in higher education, particularly for final-year students who are expected to transform research findings into journal-oriented manuscripts. This study describes the implementation of a digital e-booklet designed to provide practical scaffolding for final-year students in organizing and preparing scientific articles. A descriptive qualitative approach was employed in the Indonesian Language and Literature Education Study Program, Pattimura University, Ambon, Indonesia, in March–April 2026. Data were obtained from observations of students’ writing needs, previous student article drafts, journal templates and author guidelines, consultation records, product documentation, and a Google Forms questionnaire completed by 31 students. The data were analyzed through thematic grouping and source triangulation, with evidence organized into four categories: students’ writing needs, e-booklet development and implementation, product characteristics and functions, and user feedback. The findings identified three specific needs: clearer guidance on the sequence of scientific article components and abstract construction; greater awareness of journal-specific templates and author guidelines; and practical support for citation, reference, and theoretical presentation. These needs were translated into an e-booklet that provided sequential guidance from the abstract to the reference list and incorporated journal-template and author-guideline information, supported by a digital link and QR code. User feedback from the 31 respondents showed that all respondents selected “Yes” on each of the five evaluative items concerning the clarity of the material, usefulness of the article guide and template, relevance of the activity to final-year students’ needs, and overall satisfaction. The feedback also indicated a need for a more complete model scientific article to support practical understanding. These findings were interpreted together with documentary and consultation evidence through source triangulation. The study contributes an implementation-oriented model of digital scaffolding that connects students’ documented scientific writing needs with practical, journal-oriented writing support. The findings represent implementation and user perceptions rather than causal evidence of improved writing competence.
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Umkeketony et al. (2026) studied this question.
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