<![CDATA[Penulisan ilmiah merupakan kompetensi akademik yang menuntut kemampuan linguistik, kognitif, afektif, dan literasi teknologi yang memadai. Namun, berbagai temuan menunjukkan bahwa mahasiswa masih menghadapi beragam hambatan dalam memulis karya tulis ilmiah secara efektif. Tujuan penelitian ini untuk memetakan dan menganalisis hambatan utama yang memengaruhi kemampuan menulis karya tulis ilmiah mahasiswa dengan SEM-PLS. Metode penelitian menggunakan pendekatan kuantitatif desain cross-sectional dengan SEM-PLS. Responden sebanyak 144 mahasiswa yang dipilih secara purposive. Alat pengumpulan data menggunakan kuesioner dengan nilai validitas 0,703-0,882 dan reliabilitas 0,766-0,829. Hasil menunjukkan bahwa hambatan afektif merupakan satu-satunya hambatan yang berpengaruh langsung dan signifikan terhadap kesulitan menulis karya tulis ilmiah mahasiswa. Sebaliknya, hambatan linguistik, kognitif, dan teknologi tidak menunjukkan pengaruh langsung, tetapi berpengaruh melalui hubungan mediasi. Temuan penting lainnya menunjukkan adanya jalur mediasi berantai dari hambatan linguistik menuju kesulitan menulis melalui hambatan afektif dan kognitif, serta hubungan kuat antarhambatan internal, seperti pengaruh signifikan hambatan afektif terhadap hambatan kognitif dan hambatan kognitif terhadap hambatan teknologi. Simpulan penelitian ini menegaskan bahwa kesulitan menulis mahasiswa bersifat multidimensional dan lebih dipengaruhi oleh dinamika afektif daripada kemampuan teknis semata. Implikasi penelitian ini merekomendasikan perlunya intervensi pembelajaran menulis yang berfokus pada penguatan aspek emosional, pemikiran kritis, dan literasi digital secara terpadu di perguruan tinggi. Mapping Barriers to Academic Writing among University Student: A SEM-PLS Approach Scientific writing is an academic competence that demands adequate linguistic, cognitive, affective, and technological literacy skills. However, various findings indicate that students still face diverse obstacles in writing scientific papers effectively. This study aims to map and analyze the primary barriers influencing students' scientific writing abilities using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The research employs a quantitative, cross-sectional design. A total of 144 students were selected as respondents through purposive sampling. Data were collected using a questionnaire with validity scores ranging from 0.703 to 0.882 and reliability scores between 0.766 and 0.829. The results demonstrate that affective barriers are the only factors that directly and significantly influence students' difficulties with scientific writing. In contrast, linguistic, cognitive, and technological barriers do not show a direct impact but instead operate through mediating relationships. Another key finding reveals a serial mediation path from linguistic barriers to writing difficulties through affective and cognitive barriers. Furthermore, strong interrelationships exist among internal obstacles, such as the significant influence of affective barriers on cognitive barriers and of cognitive barriers on technological barriers. The conclusion of this study reaffirms that students' writing difficulties are multidimensional and are more heavily influenced by affective dynamics than by mere technical proficiency. The implications of this research recommend the need for writing interventions that focus on the integrated strengthening of emotional aspects, critical thinking, and digital literacy in higher education.]]>
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