<![CDATA[Abstrak Kemampuan literasi akademik mahasiswa PGSD masih tergolong rendah, terutama dalam memahami teknik parafrase dan pengutipan yang benar, yang berdampak pada maraknya plagiarisme dalam penulisan ilmiah. Penelitian ini bertujuan untuk memberdayakan mahasiswa PGSD dalam meningkatkan literasi akademik melalui pelatihan teknik parafrase dan mengutip. Metode yang digunakan adalah deskriptif kualitatif dengan pendekatan pelatihan partisipatif. Teknik pengambilan data dilakukan melalui observasi partisipatif dan dokumentasi kegiatan berupa foto dan catatan lapangan. Data dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan berdasarkan model analisis Miles dan Huberman. Pengabdian dilaksanakan di salah satu perguruan tinggi swasta di Kota Yogyakarta. Hasil penelitian menunjukkan bahwa pelatihan ini mampu meningkatkan pemahaman mahasiswa terhadap teknik parafrase dan kutipan, serta mendorong perubahan sikap positif terhadap etika akademik dan kesadaran akan bahaya plagiarisme. Kesimpulannya, pelatihan teknik parafrase dan pengutipan secara terstruktur dapat menjadi strategi relevan dalam membentuk mahasiswa yang kompeten dan berintegritas dalam penulisan ilmiah. Kata kunci: kutipan; literasi akademik; parafrase; pelatihan mahasiswa; PGSD AbstractThe academic literacy skills of PGSD (Primary School Teacher Education) students remain relatively low, particularly in understanding proper paraphrasing and citation techniques, which contributes to the prevalence of plagiarism in academic writing. This study aims to empower PGSD students to improve their academic literacy through training in paraphrasing and citation techniques. A qualitative descriptive method was employed, using a participatory training approach. Data collection techniques included participatory observation and documentation, such as photos and field notes. Data were analyzed through the stages of reduction, presentation, and conclusion drawing based on the Miles and Huberman analysis model. The research was conducted at a private university in Yogyakarta City. The results show that the training effectively enhanced students' understanding of paraphrasing and citation techniques and encouraged positive changes in attitudes toward academic ethics and awareness of the dangers of plagiarism. In conclusion, structured training in paraphrasing and citation can serve as a relevant strategy in shaping competent and ethically responsible students in academic writing. Keywords: citation; academic literacy; paraphrasing; student training; PGSD]]>
