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All Journal Nusantara Education Studies
Putri Aprilia Cahya Ningsih
Universitas Negeri Yogyakarta, Yogyakarta

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Understanding Feedback Literacy in Higher Education: Concepts, Practices, and Future Directions Putri Aprilia Cahya Ningsih; Muntingah Muntingah
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-469

Abstract

Feedback literacy has emerged as an important concept in higher education by emphasizing students' capability to interpret, evaluate, and utilize feedback for continuous learning. This study examines feedback literacy through a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Studies published over the last ten years were systematically collected from major academic databases and synthesized using a framework-based thematic analysis. Five themes were identified: the emergence of feedback literacy, its core components, educational practices supporting its development, educational contributions, and future perspectives. The findings indicate that feedback literacy strengthens learner autonomy, self-regulated learning, academic engagement, and lifelong learning through dialogic feedback, peer assessment, self-assessment, and reflective educational practices. The review also highlights the growing influence of digital technologies, sustainable assessment, and artificial intelligence in shaping future feedback processes. Developing feedback literacy should therefore become a strategic priority for higher education institutions.
The Influence of ChatGPT on Students’ Learning Motivation and Learning Outcomes Indriani Agustina; Putri Aprilia Cahya Ningsih; Citra Putri Afilia
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-537

Abstract

The development of generative Artificial Intelligence (AI) has significantly transformed learning practices in higher education, particularly through the utilization of ChatGPT as an academic support technology. This article aims to analyze the influence of ChatGPT usage on students' learning motivation and learning outcomes within the context of digital education transformation. This study employed a literature review method by examining scientific publications from last five years related to AI implementation, ChatGPT, learning motivation, learning outcomes, digital literacy, and academic integrity. The findings indicate that ChatGPT has the potential to enhance students' learning motivation through easier access to information, personalized learning experiences, and interactive academic assistance. Furthermore, ChatGPT can contribute to improved learning outcomes by supporting conceptual understanding, idea development, and feedback processes during learning activities. However, the effectiveness of ChatGPT implementation depends on students' AI literacy, critical thinking skills, and ethical technology use. Therefore, ChatGPT should be positioned as a learning support tool that enhances students' academic abilities rather than replacing independent thinking processes.
Student Agency in Higher Education: Concepts, Practices, and Future Directions Putri Aprilia Cahya Ningsih; Siti Nuryani
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-688

Abstract

Student agency has become a key principle of learner-centered higher education, emphasizing students' active participation, autonomy, and shared responsibility in learning. This study employs a Systematic Literature Review (SLR) following the PRISMA 2020 framework to examine student agency in higher education. Studies published in the last five years were synthesized using a framework-based thematic analysis. Five themes emerged: the evolution of student agency, conceptual frameworks, educational practices, educational outcomes, and future directions. The findings indicate that student agency extends beyond learner autonomy by integrating learner ownership, partnership, empowerment, and institutional engagement. Student-centered learning, curriculum co-creation, students-as-partners initiatives, and learner-centered assessment enhance engagement, self-regulated learning, and graduate readiness. The review highlights student agency as a strategic foundation for advancing learner-centered and sustainable higher education.
Co-Authors Citra Putri Afilia Indriani Agustina Muntingah Muntingah Siti Nuryani