Evaluation of a Four-Sided GitHub–Telegram Collaborative Communication Model for Scientific Writing in Higher Education: A Mixed-Methods Study
DOI:
https://doi.org/10.61255/jupiter.v4i4.1582Keywords:
Collaborative Communication, GitHub, Telegram Bot, Scientific Writing, Higher EducationAbstract
Purpose: This study aimed to evaluate participants’ perceptions of a four-sided collaborative communication model integrating GitHub and Telegram Bot to support scientific writing in higher education. Methods: A convergent parallel mixed-methods design involved 50 undergraduate students and 10 lecturers from the French Department, Faculty of Languages and Arts, Universitas Negeri Medan. Quantitative data were collected using a five-point Likert-scale questionnaire and analyzed using descriptive statistics, Cronbach’s Alpha, Welch’s independent-samples t-test, and Cohen’s d. Qualitative data were collected through open-ended questions and analyzed thematically using NVivo. Findings: The ten-item questionnaire demonstrated high internal consistency (Cronbach’s α = 0.895). Students reported a mean composite perception score of 3.876 (SD = 0.509), while lecturers reported a mean of 4.050 (SD = 0.375). Welch’s independent-samples t-test showed that the difference between the two groups was not statistically significant, t(16.446) = −1.255, p= .227, with a small effect size (Cohen’s d= −0.355). Qualitative findings indicated perceived benefits related to workflow organization, revision tracking, information transparency, collaboration, and real-time communication. Participants also reported challenges related to Git workflows, merge conflicts, and initial adaptation to the integrated system. Implications: The findings suggest that integrating GitHub and Telegram Bot can support the organization and communication of collaborative scientific writing activities. Structured training, technical guidance, and ongoing support are recommended, particularly for users who are unfamiliar with Git-based collaboration. Originality: This study evaluates an integrated four-sided collaborative communication configuration from both student and lecturer perspectives, combining a persistent GitHub workspace with real-time communication through Telegram Bot.
Abstract views: 13
, 
PDF downloads: 0
Downloads
References
Abance, L. B., Gabrillo, J., & Quinto, J. B. (2023). Online Collaborative Learning: The Good, the Bad, and the Purported in Thesis Writing. Asia Social Issues, 16(5), e262187–e262187. https://doi.org/10.48048/ASI.2023.262187
Amalia, Y. R. (2024). The positive impact of Telegram bot usage on supporting students’ learning processes and outcomes during on-the-job training. Indonesian Journal of Curriculum and Educational Technology Studies, 12(2), 96–107. https://doi.org/10.15294/IJCETS.V12I2.15049
Andriani, R. (2024). Implementation of Telegram Bot Notification on Network Device Monitoring System. SISTEMASI, 13(1), 74–82. https://doi.org/10.32520/STMSI.V13I1.3110
Beal, C., & Steier, R. (2024). Dialogues across time and space in a video-based collaborative learning environment. International Journal of Computer-Supported Collaborative Learning 19(2), 157–186. https://doi.org/10.1007/S11412-024-09420-9
Cherbonnier, A., Hémon, B., Michinov, N., Jamet, E., & Michinov, E. (2025). Collaborative Skills Training Using Digital Tools: A Systematic Literature Review. International Journal of Human–Computer Interaction, 41(7), 4155–4173. https://doi.org/10.1080/10447318.2024.2348227
Costley, J., Adamovich, K., Shulgina, G., Baldwin, M., & Fanguy, M. (2025). Computer-mediated collaborative writing and individual scientific writing proficiency. Journal of English for Academic Purposes, 76, 101542. https://doi.org/10.1016/J.JEAP.2025.101542
Feng, S., & Wei, Z. (2025). The CoMPAS Framework for Modeling Individual Participation in Collaborative Learning Processes: a Systematic Review. International Journal of Computer-Supported Collaborative Learning, 20(4), 425–461. https://doi.org/10.1007/S11412-025-09450-X/FIGURES/5
Fiksel, J., Jager, L. R., Hardin, J. S., & Taub, M. A. (2019). Using GitHub Classroom To Teach Statistics. Journal of Statistics Education, 27(2), 110–119. https://doi.org/10.1080/10691898.2019.1617089
Kaliisa, R., López-Pernas, S., Misiejuk, K., Damşa, C., Sobocinski, M., Järvelä, S., & Saqr, M. (2025). A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities. Computers & Education, 228, 105246. https://doi.org/10.1016/J.COMPEDU.2025.105246
Kurtz, M., Benabbou, A., Pons, C., & Broisin, J. (2025). Collaboration in virtual and remote laboratories for education: A systematic literature review. International Journal of Computer-Supported Collaborative Learning 20(4), 549–603. https://doi.org/10.1007/S11412-025-09454-7
Liu, Y., Thurston, A., & Ye, X. (2024). Technology-enhanced cooperative language learning: A systematic review. International Journal of Educational Research, 124, Article 102314. https://doi.org/10.1016/J.IJER.2024.102314
Nelson, M. A., & Ponciano, L. (2021). Experiences and insights from using GitHub Classroom to support project-based courses. In 2021 Third International Workshop on Software Engineering Education for the Next Generation (SEENG), 31–35. https://doi.org/10.1109/SEENG53126.2021.00013
Pardede, P. (2024). The Strands and Findings of Recent Research on Technology-enhanced Collaborative Writing in EFL Settings: A Systematic Review. JET (Journal of English Teaching), 10(2), 170–182. https://doi.org/10.33541/JET.V10I2.6035
Reyes, E. R., Arana-Cuenca, A., & Martínez, A. I. M. (2025). Recommendations for designing collaborative activities in online higher education: a systematic review. Journal of Technology and Science Education, 15(1), 4–17. https://doi.org/10.3926/JOTSE.2818
Schürmann, V., Marquardt, N., & Bodemer, D. (2024). Conceptualization and Measurement of Peer Collaboration in Higher Education: A Systematic Review. Small Group Research, 55(1), 89–138. https://doi.org/10.1177/10464964231200191
Susilawati, Halim, N., Dwigustini, R., & Alakhali, S. R. A. (2024). Enhancing ESP Learning: Investigating Students’ Perspectives on Real-Time Written Corrective Feedback Delivery via Google Docs. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(2), 196–213. https://doi.org/10.23917/IJOLAE.V6I2.23155
Usher, M., Roll, I., Fuhrman, O., & Amir, O. (2025). Supporting Coordination and Peer Editing in Students’ Online Collaborative Writing Processes. International Journal of Artificial Intelligence in Education, 35(3), 1504–1527. https://doi.org/10.1007/S40593-024-00450-W
Veddayana, C., Suyitno, I., Widyartono, D., & Aldresti, F. (2025). Systematic Review: How Technology Supports Collaborative Writing Learning in Higher Education. Electronic Journal of E-Learning, 23(3), 64–78. https://doi.org/10.34190/EJEL.23.3.3974
Wahyuningsih, I., Herawati, H., & Prabandari, C. S. (2023). STUDENTS’ Perceptions Of The Use Of Google Docs For Online Collaborative Writing. LLT Journal: A Journal on Language and Language Teaching, 26(2), 770–783. https://doi.org/10.24071/LLT.V26I2.6142
Wisesha, P. P., Muda, N. R. S., Kholid, F., Widiatmoko, D., & Sridaryono, A. (2024). Sistem Monitoring Suhu pada Kegiatan Lapangan Personel TNI-AD Berbasis Internet of Things (IoT) Menggunakan Bot Telegram Secara Real Time. JTEIN: Jurnal Teknik Elektro Indonesia, 5(2), 299–308. https://doi.org/10.24036/JTEIN.V5I2.601
Xiaodi, Y., Yunus, M. M., & Rafiq, K. R. M. (2024). Digital Collaborative Learning in Higher Education: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 13(1), 1110–1122. https://doi.org/10.6007/IJARPED/V13-I1/20697
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Zulherman, Dedy Kiswanto, Junita Friska Mariadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
