Keterampilan Bertanya Mahasiswa di Perguruan Tinggi: Systematic Literature Review tentang Faktor, Strategi Pembelajaran, dan Dampaknya terhadap Hasil Belajar
DOI:
https://doi.org/10.58374/sepakat.v12i2.528Keywords:
Questioning skills, University students, Learning strategies, Learning outcomes, Systematic Literature ReviewAbstract
Student questioning skills constitute a fundamental intellectual competency that receives insufficient systematic attention in higher education, despite being a prerequisite for critical thinking and twenty-first century competencies in the era of generative artificial intelligence. Students tend to be passive, with lower-order thinking questions (LOTS) dominating at 88.57%, while no synthesis has simultaneously integrated determinant factors, learning strategies, and their impact on learning outcomes. This study synthesizes these three dimensions through a Systematic Literature Review (SLR) following the PRISMA 2020 protocol. Systematic searches across four databases (Scopus, Web of Science, ERIC, Google Scholar) for 2020–2025 publications yielded 61 final articles screened by two independent reviewers (κ = 0.78) and assessed using MMAT. Data were analyzed through thematic synthesis. Findings reveal fear of negative evaluation (FNE) as the most dominant psychological barrier (38 of 61 articles; 62.3%), compounded by Indonesia-specific cultural factors of reluctance norms and lecturer-student hierarchy. Inquiry-based learning emerged as the strategy with the strongest evidence base. The influence of questioning skills on learning outcomes is multidimensional cognitive, metacognitive, and affective mediated by academic engagement and metacognitive awareness. This study contributes an ecological-integrative conceptual framework linking social constructivism, Self-Determination Theory, and Bloom taxonomy, and provides evidence-based recommendations for lecturers, curriculum designers, and policymakers in Indonesian higher education.References
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