Profil Feedback Literacy Mahasiswa dan Implikasinya dalam Meningkatkan Kinerja dan Hasil Belajar

Haryanti Putri Rizal; Marlina Ummas Genisa; Meili  Yanti; Yana Sambeka

doi:10.53682/slj.v4i1.6817

Authors

Haryanti Putri Rizal Universitas Sulawesi Barat
Marlina Ummas Genisa Universitas Muhammadiyah Palembang
Meili Yanti Universitas Sulawesi Barat
Yana Sambeka Politeknik Negeri Nusa Utara

DOI:

https://doi.org/10.53682/slj.v4i1.6817

Keywords:

feedback literacy, proses feedback, kinerja

Abstract

Pengembangan feedback literacy bagi mahasiswa berperan dalam memaksimalkan proses penerimaan feedback. Penelitian bertujuan untuk mengeksplor profil feedback literacy mahasiswa dan implikasinya dalam meningkatkan kinerja dan hasil belajar. Data dikumpulkan melalui wawancara dan menggunakan feedback literacy scale yang diadaptasi dari Zhan (2022), terdapat 24 item pertanyaan yang terdiri dari enam dimensi proses feedback. Sebanyak 100 mahasiswa strata satu (S1) berpartisipasi dalam penelitian. Data yang telah dikumpulkan kemudian dianalisis secara kuantitatif. Hasil penelitian menunjukkan pada dimensi eliciting berkaitan dengan kemampuan menerima informasi (84%), dimensi processing berkaitan dengan kemampuan dalam memahami, memproses feedback untuk dilakukan tindak lanjut (84%), dimensi enacting yakni kemampuan dalam menerjemahkan feedback menjadi tindakan (73%), dimensi appreciation of feedback menunjukkan mahasiswa menyadari tujuan dari proses feedback (79%), dimensi readiness to engage yakni kesediaan untuk menerima masukan atau saran (86%) dan dimensi commitment to change yang menunjukkan keinginan untuk melakukan perbaikan (79%). Hasil wawancara diperoleh informasi proses feedback lebih efektif jika memanfaatkan aplikasi digital, disampaikan dengan kalimat positif yang menunjukkan kelebihan dan kelemahan. Sehingga disimpulkan bahwa dimensi feedback literacy mahasiswa sudah cukup baik (di atas 70%), dengan persentase terendah pada kemampuan untuk menerjemahkan feedback menjadi tindakan. Selain itu, pemberian feedback yang disesuaikan dengan dimensi proses feedback akan mengarahkan pada peningkatan feedback literacy yang menunjang kinerja mahasiswa.

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