Strategi Komunikasi Edukatif Dosen dalam Meningkatkan Partisipasi Mahasiswa
DOI:
https://doi.org/10.71094/jmsh.v2i5.499Keywords:
komunikasi edukatif, strategi komunikasi, partisipasi mahasiswa, keterlibatan mahasiswa, pendidikan tinggiAbstract
Penelitian ini bertujuan mengidentifikasi dan menyintesis strategi komunikasi edukatif dosen yang berkontribusi terhadap peningkatan partisipasi mahasiswa di perguruan tinggi. Penelitian menggunakan pendekatan systematic literature review dengan sintesis naratif dan tematik terhadap 24 artikel ilmiah yang diterbitkan pada periode 2017–2025. Artikel dipilih berdasarkan relevansi terhadap komunikasi dosen, interaksi pembelajaran, keterlibatan mahasiswa, dan partisipasi dalam kelas. Data diekstraksi melalui matriks analisis yang memuat tujuan, metode, konteks, strategi komunikasi, bentuk partisipasi, hasil utama, dan keterbatasan penelitian. Hasil sintesis menghasilkan lima tema utama, yaitu kejelasan dan eksplisitas pesan, interaksi dialogis dan umpan balik, komunikasi verbal dan nonverbal, empati dan pembangunan hubungan, serta adaptasi dan perbaikan komunikasi. Kelima strategi tersebut berkaitan dengan partisipasi verbal, responsif, kolaboratif, berbasis inisiatif, serta nonverbal dan reflektif. Kejelasan pesan membantu mahasiswa memahami materi dan memberikan respons yang relevan. Interaksi dialogis memperluas kesempatan bertanya, menjawab, dan mengembangkan gagasan. Komunikasi verbal dan nonverbal menjaga perhatian dan memperkuat makna. Empati membangun rasa aman psikologis, sedangkan adaptasi membantu mengatasi hambatan bahasa, pemahaman, budaya, dan teknologi. Kajian ini menunjukkan bahwa strategi komunikasi tidak efektif apabila diterapkan secara terpisah. Dosen perlu mengintegrasikan kelima dimensi secara terencana sesuai tujuan pembelajaran, karakteristik mahasiswa, disiplin ilmu, ukuran kelas, dan moda pembelajaran. Temuan ini menghasilkan kerangka konseptual terpadu yang dapat digunakan untuk pengembangan kompetensi dosen, evaluasi pembelajaran, dan penelitian empiris lanjutan mengenai komunikasi edukatif dan partisipasi mahasiswa. Kerangka ini menegaskan bahwa partisipasi terbentuk melalui interaksi mahasiswa dan lingkungan komunikasi kelas.
References
Arghode, V., Wang, J., & Lathan, A. (2017). Exploring instructors’ practices in student engagement: A collective case study. Journal of the Scholarship of Teaching and Learning, 17(4), 126–149. https://doi.org/10.14434/v17i4.22099
Ariyani, A., Wello, B., Basri, M., & Arham, M. (2024). Lecturers’ interpersonal communication skills and their influence on student engagement in EFL speaking classes. ELT Worldwide: Journal of English Language Teaching, 11(2), 512–527. https://doi.org/10.26858/eltww.v11i2.67062
Bao, D. (2024). The long-term impact of lecturer talk on student learning: Japanese students’ reflections. Neofilolog, 63(2), 348–374. https://doi.org/10.14746/n.2024.63.2.7
Essien, L. E., Tekyiwa, A.-S. E., & Mensah, E. O. (2022). The use of communication strategies to compensate for gaps in classroom communication: The case of the University of Cape Coast, Ghana. African Journal of Empirical Research, 3(1), 229–235. https://doi.org/10.51867/ajernet3.1.18
Maurina, S., Sallama, M., & Dewi, S. P. (2025). Teachers’ questions on students’ participations: A discourse analysis in fourth-year English education program. English Education and Applied Linguistics Journal, 8(2), 60–72. https://doi.org/10.31980/eealjournal.v8i2.2621
Noviyenty, L., Morganna, R., & Fakhruddin, F. (2022). English speaking lecturers’ performances of communication strategies and their efforts to improve students’ communicative competence. European Journal of Educational Research, 11(2), 1047–1062. https://doi.org/10.12973/eu-jer.11.2.1047
Nurhidayat, N., Ningsi, F., & Irawati, I. (2023). Communication strategies used by English lecturer in EFL classroom interaction second semester at STKIP Taman Siswa Bima. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 6(7), 4929–4934. https://doi.org/10.54371/jiip.v6i7.2371
Palupi, P., & Primandaru, D. A. (2024). Mitigating lecturers’ communication uncertainty in using SWVC during online lectures. Ettisal: Journal of Communication, 9(1). https://doi.org/10.21111/ejoc.v9i1.10817
Peña Mella, J., & del Moral Barrigüete, C. (2024). Estrategias didácticas de participación comunicativa en el aula de secundaria en Chile. Porta Linguarum, 42, 215–230. https://doi.org/10.30827/portalin.vi42.29714
Ratnaningsih, D., Munir, A., & Anam, S. (2025). Lecturers’ communication strategies in teaching ESP maritime English. East Asian Journal of Multidisciplinary Research, 4(8), 4017–4028. https://doi.org/10.55927/eajmr.v4i8.310
Rido, A., Kuswoyo, H., & Ayu, R. (2020). Interaction management strategies in English literature lectures in Indonesian university setting. Indonesian Journal of EFL and Linguistics, 5(2), 315–337. https://doi.org/10.21462/ijefl.v5i2.286
Robson, R., Krolikowska, E., & Williams, K. (2025). “I notably watched and listened more”: Enhancing lecturer effectiveness through drama-based techniques. Innovations in Education and Teaching International, 62(2), 542–556. https://doi.org/10.1080/14703297.2024.2314561
Rusdiah, R., & Sulaiman, R. (2024). Strategi interaksi dosen dalam meningkatkan keterlibatan mahasiswa pada mata kuliah public speaking. Jurnal Riset dan Inovasi Pembelajaran, 4(3), 2178–2190. https://doi.org/10.51574/jrip.v4i3.2428
Ruswandi, R., Arief, M., & Novitasari, N. (2024). Inspiring through interaction: The impact of teachers’ verbal and non-verbal communication in EFL classes. VELES: Voices of English Language Education Society, 8(2), 371–381. https://doi.org/10.29408/veles.v8i2.26821
Sá, E. F. de, Quadros, A. L. de, Mortimer, E. F., & Silva, P. S. (2017). As aulas de graduação em uma universidade pública federal: Planejamento, estratégias didáticas e engajamento dos estudantes. Revista Brasileira de Educação, 22(70), 625–650. https://doi.org/10.1590/S1413-24782017227032
Sinaga, D. (2024). Teacher-student interaction models: Effective strategies for increasing student participation and motivation. JTP: Jurnal Teknologi Pendidikan, 26(3), 1052–1066. https://doi.org/10.21009/jtp.v26i3.50372
Thwin, E. P. A., & Lwin, Z. (2018). Simple interactive lecturing strategies for fostering students’ engagement and active participation. Medical Science Educator, 28, 203–209. https://doi.org/10.1007/s40670-017-0492-3
Torres Honores Delgado, S. del C., Sigüenza Torres Honores, S. C., & Calero Cerna, J. I. (2023). Estrategias comunicativas orales en el aula: Una revisión sistemática. Horizontes, 7(30), 1975–1988. https://doi.org/10.33996/revistahorizontes.v7i30.643
Tronchoni, H., Izquierdo, C., & Anguera, M. T. (2018). Interacción participativa en las clases magistrales: Fundamentación y construcción de un instrumento de observación. Publicaciones, 48(1), 77–95. https://doi.org/10.30827/publicaciones.v48i1.7331
Ummi, A., Chenshuai, W., Vijayaratnam, P., Rajanthran, S. K., Girija, V., & Ravindran, T. (2024). Exploring teaching strategies used by university instructors to enhance student engagement in academic subjects. International Journal of Learning, Teaching and Educational Research, 23(9), 543–559. https://doi.org/10.26803/ijlter.23.9.27
Yasnita, Y., Hakam, A., Tertia, C. P., & Tarigan, A. R. (2025). Empathetic communication: A new paradigm in classroom management. Jurnal Civics: Media Kajian Kewarganegaraan, 22(2), 447–460. https://doi.org/10.21831/jc.v22i2.85935
Yu, S. Y., & Kaur, J. (2024a). Increasing student comprehension in the English-medium instruction (EMI) context: Lecturers’ use of explicitness strategies. International Journal of Educational Research Open, 7, Article 100334. https://doi.org/10.1016/j.ijedro.2024.100334
Yu, S. Y., & Kaur, J. (2024b). Lecturers’ efforts in building rapport in the English-medium instruction (EMI) context: Focus on the use of communication strategies. Chinese Journal of Applied Linguistics, 47(3), 498–513. https://doi.org/10.1515/cjal-2024-0307
Yundianto, D., Khatami, M., Mutmainah, I., Sandi, A. P., Nabilah, S., & Sani, F. M. (2025). Exploring student engagement in university through lecturer competence: A Tripod 7Cs framework. Journal An-Nafs: Kajian Penelitian Psikologi, 10(2), 161–184. https://doi.org/10.33367/psi.v10i2.8196
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rayyan Hafiiz Maulana, Gracia Naomi Lestari, Farrel Mahendra Wijaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
