Pembelajaran Digital Transformatif: Eksplorasi Keterlibatan Mahasiswa dan Pengalaman Belajar Adaptif dalam Pembelajaran Daring di Perguruan Tinggi

Andi Syahriana Asdar; Siti Nur ’Ainun Zakiyah

doi:10.56489/zvv7j431

Authors

Andi Syahriana Asdar asdar Universitas Negeri Makassar
Siti Nur ’Ainun Zakiyah Universitas Negeri Makassar

DOI:

https://doi.org/10.56489/zvv7j431

Keywords:

Transformative Digital Learning, Online Learning, Student Perceptions, Reflective Learning, Higher Education

Abstract

Online learning provides flexibility in higher education, but low interaction and student engagement can make the learning process passive and less meaningful. This study aims to evaluate changes in students' perceptions of online learning after participating in a mini class based on transformative digital learning. The study used a pre-experimental one-group pretest–posttest design. A total of 14 Psychology students who had complete data at both stages participated in a mini class with a transformative learning approach through the processes of trigger, reflection, action, and integration. Quantitative data were obtained through students' assessments of their online learning experiences before and after the intervention, while open-ended responses were used to enrich the understanding of participant experiences. The results showed an increase in the average online learning assessment from M=6.64 (SD=1.50) before the mini class to M = 9.14 (SD = 0.66) after the mini class. The Wilcoxon test showed a significant difference between the scores before and after implementation (p=0.001). Qualitative responses indicated that students perceived the mini class as more interactive, reflective, relevant, and encouraged them to express opinions, reflect on experiences, and develop concrete steps in self-management and goal achievement. These findings suggest that transformative digital learning has the potential to improve students' experience and acceptance of online learning.

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