Model Pembelajaran Kolaboratif Berbasis Peer Review untuk Meningkatkan Kompetensi Menulis Ilmiah Mahasiswa
Abstract
Kompetensi menulis ilmiah merupakan kemampuan fundamental mahasiswa dalam mengomunikasikan gagasan akademik secara sistematis, argumentatif, dan berbasis bukti. Namun, mahasiswa masih menghadapi kesulitan dalam mengembangkan argumentasi, mengintegrasikan sumber, menggunakan sitasi akademik, serta melakukan evaluasi dan revisi terhadap tulisan secara mandiri. Penelitian ini bertujuan mengembangkan dan menguji kelayakan Model Pembelajaran Kolaboratif Berbasis Peer Review untuk meningkatkan kompetensi menulis ilmiah mahasiswa. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang mencakup tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian terdiri atas lima validator ahli, 15 mahasiswa pada uji coba terbatas, dan 60 mahasiswa pada uji coba luas di Program Studi Pendidikan Bahasa Indonesia FKIP Universitas Muhammadiyah Sumatera Utara. Data dikumpulkan melalui angket, wawancara, observasi, lembar validasi, respons mahasiswa, dan tes kinerja menulis melalui pretest dan posttest. Produk yang dikembangkan terdiri atas tujuh fase, yaitu orientasi, produksi draf, pembentukan kolaborasi, structured peer review, diskusi dan klarifikasi umpan balik, revisi, serta refleksi dan publikasi. Hasil penelitian menunjukkan bahwa model memperoleh validitas sebesar 91,7%, kepraktisan uji coba luas sebesar 90,2%, dan keterlaksanaan pembelajaran sebesar 91,7%. Kompetensi menulis meningkat dari rata-rata 62,25 pada pretest menjadi 81,67 pada posttest, dengan N-gain sebesar 0,51. Hasil paired-samples t-test menunjukkan perbedaan yang signifikan, t(59) = 18,74, p < .001, dengan effect size Cohen's d = 2,42. Temuan tersebut menunjukkan bahwa model valid, praktis, dan efektif dalam mendukung peningkatan kompetensi menulis ilmiah. Kebaruan model terletak pada integrasi peer review berbasis rubrik dengan kolaborasi, klarifikasi feedback, revisi, dan refleksi dalam satu siklus pembelajaran. Model ini berpotensi menjadi alternatif pedagogis untuk mengembangkan pembelajaran menulis ilmiah yang berorientasi pada proses, kolaborasi, dan perbaikan berkelanjutan.
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