What question did this study set out to answer?

The study aims to evaluate the effectiveness of a Networked-Based Inquiry model in enhancing poetry writing and 21st-century skills among students.

April 10, 2026Open Access

Networked-Based Inquiry (NBI) for Poetry Pedagogy in Indonesian Higher Education: A Mixed-Methods Quasi Experimental Study on 21st-Century Skills and Digital Literacy

Key Points

The study aims to evaluate the effectiveness of a Networked-Based Inquiry model in enhancing poetry writing and 21st-century skills among students.
Developed a Networked-Based Inquiry (NBI) model for poetry pedagogy.
Used a mixed-methods quasi-experimental design with control and experimental groups.
Involved 120 undergraduate students undergoing eight instructional sessions.
Poetry quality measured by an analytic rubric and 4C skills assessed via a validated questionnaire.
Analyzed data using MANOVA and thematic analysis of qualitative feedback.
The NBI group exhibited significant improvements in poetry writing quality compared to the control group.
Statistical analysis indicated strong overall gains in 21st-century skills, notably in critical thinking and collaboration.
Qualitative interviews highlighted enhancements in source curation and peer interaction during the writing process.

Abstract

Background Traditional poetry pedagogy in higher education often prioritizes individual expression and print-based practice, leaving gaps in students’ digital literacy and 21st-century competencies (4C: critical thinking, creativity, collaboration, and communication). Methods We developed a Networked-Based Inquiry (NBI) model and evaluated it using a mixed-methods research and development design with a quasi-experimental pretest–posttest control group. Participants were 120 undergraduate Indonesian Language and Literature Education students (n = 60 experimental; n = 60 control) who completed eight instructional sessions. Poetry quality was scored with an analytic rubric by two independent raters (inter-rater reliability assessed with ICC), and 4C skills were measured with a Rasch-validated questionnaire. MANOVA tested group differences, and interviews/field notes were analyzed thematically. Results The NBI group showed larger gains than the control group in poetry writing quality and overall 4C skills. MANOVA indicated a statistically significant multivariate effect of the intervention (p

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