Training on the Use of Mendeley for the International Scientific Writing Program of Schoolteachers in Bengkulu

Abstract

Accurately managing citations and references is crucial to writing international scholarly articles, yet it remains challenging for teachers unfamiliar with reference management software. This community service initiative aimed to improve teachers' citation-management competency through Mendeley training and to evaluate participants' technology acceptance and satisfaction. The program ran from May to June 2026. It involved 55 teachers from the International Scholarly Article Writing Training Group. It used a hybrid approach that combined face-to-face sessions at FKIP, Universitas Dehasen Bengkulu, with online mentoring via Zoom. Training covered Mendeley installation, reference and citation management, Microsoft Word integration, and technical troubleshooting. We measured cognitive competency using a one-group pretest–posttest design (12 items). We also assessed acceptance and satisfaction using a Likert questionnaire integrating the Technology Acceptance Model (TAM) and Kirkpatrick's Reaction Model. Results showed a significant score increase from pretest (M = 40.91) to posttest (M = 77.88), t(54) = 20.77, p < .001, with a mean normalized gain (N-Gain) of 0.65 (Medium-to-High). Acceptance was also high overall (M = 4.15): Perceived Ease of Use scored highest (M = 4.60), followed by Perceived Usefulness (M = 4.40), Attitude and Behavioral Intention (M = 4.00 each), and Reaction and Satisfaction (M = 3.75). These findings indicate that the practice-based, hybrid training produced measurable short-term competency gains alongside strong acceptance; as evaluation was limited to the immediate post-training period, claims of sustained Mendeley adoption remain to be confirmed through follow-up observation.