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

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