OPTIMALISASI SHARING DISKUSI MAHASISWA FAKULTAS TEKNIK SEBAGAI UPAYA PENINGKATAN KUALITAS AKADEMIK DI UNIVERSITAS BAKTI INDONESIA

agus wijaksono

doi:10.57203/abdiwangi.v3i2.2026.91-99

Penulis

agus wijaksono Universitas Bakti Indonesia

DOI:

https://doi.org/10.57203/abdiwangi.v3i2.2026.91-99

Kata Kunci:

budaya akademik, sharing knowledge, diskusi mahasiswa

Abstrak

Kegiatan pengabdian kepada masyarakat ini disusun untuk mengoptimalkan sharing diskusi mahasiswa Fakultas Teknik sebagai strategi peningkatan kualitas akademik di Universitas Bakti Indonesia. Latar belakang kegiatan berangkat dari masih terbatasnya partisipasi mahasiswa dalam diskusi akademik, padahal pembelajaran aktif, diskusi, dan kolaborasi terbukti mendukung keterlibatan belajar, berpikir kritis, serta pemahaman konseptual. Program dirancang melalui pendekatan partisipatif dengan tiga tahap utama, yaitu persiapan, pelaksanaan, dan evaluasi. Bentuk kegiatannya meliputi sharing session akademik, diskusi kelompok terarah, studi kasus, presentasi hasil diskusi, serta refleksi bersama. Evaluasi dirancang menggunakan observasi keaktifan, kuesioner respons peserta, dan pre-test/post-test untuk memotret perubahan pemahaman akademik. Hasil penyusunan program menunjukkan bahwa model sharing diskusi yang terstruktur memberikan ruang bagi mahasiswa untuk bertukar ide, memperkuat komunikasi ilmiah, melatih kerja sama, dan membangun budaya akademik yang lebih partisipatif. Secara konseptual, rancangan ini sejalan dengan temuan berbagai studi yang menunjukkan bahwa active learning dan collaborative learning dapat meningkatkan performa belajar, keterlibatan, serta keterampilan berpikir tingkat tinggi. Dengan demikian, pengabdian ini relevan dijadikan model penguatan budaya diskusi akademik yang berkelanjutan di lingkungan Fakultas Teknik.

Unduhan

Data unduhan tidak tersedia.

Referensi

[1] P. Doolittle, K. Wojdak, and A. Walters, "Defining Active Learning: A Restricted Systematic Review," Teaching & Learning Inquiry, vol. 11, 2023, doi: 10.20343/teachlearninqu.11.25.

[2] H. Arruda and É. R. Silva, "Assessment and Evaluation in Active Learning Implementations: Introducing the Engineering Education Active Learning Maturity Model," Education Sciences, vol. 11, no. 11, p. 690, 2021, doi: 10.3390/educsci11110690.

[3] E. Ribeiro-Silva, C. Amorim, J. L. Aparicio-Herguedas, and P. Batista, "Trends of Active Learning in Higher Education and Students' Well-Being: A Literature Review," Frontiers in Psychology, vol. 13, p. 844236, 2022, doi: 10.3389/fpsyg.2022.844236.

[4] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014, doi: 10.1073/pnas.1319030111.

[5] A. A. Gokhale, "Collaborative Learning Enhances Critical Thinking," Journal of Technology Education, vol. 7, no. 1, pp. 22-30, 1995, doi: 10.21061/jte.v7i1.a.2.

[6] Y.-C. Hsu, "An Action Research in Critical Thinking Concept Designed Curriculum Based on Collaborative Learning for Engineering Ethics Course," Sustainability, vol. 13, no. 5, p. 2621, 2021, doi: 10.3390/su13052621.

[7] A. A. Gasmi, "Through the Lens of Students: How Online Discussion Forums Affect Students’ Learning," International Journal of Technology in Education, vol. 5, no. 4, pp. 669-684, 2022, doi: 10.46328/ijte.291.

[8] R. Guo, N. Jantharajit, and P. Thongpanit, "Construct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills," Asian Journal of Contemporary Education, vol. 8, no. 2, pp. 115-125, 2024, doi: 10.55493/5052.v8i2.5184.

[9] B. Li, J. Yu, L. Sun, and H. Yang, "Impact of active learning instruction in blended learning on students’ anxiety levels and performance," Frontiers in Education, vol. 9, p. 1332778, 2024, doi: 10.3389/feduc.2024.1332778.

[10] D. Beimel, A. Tsoury, and Z. Barnett-Itzhaki, "The impact of extent and variety in active learning methods across online and face-to-face education on students’ course evaluations," Frontiers in Education, vol. 9, p. 1432054, 2024, doi: 10.3389/feduc.2024.1432054.