LMS Model Boosts Literary Criticism and Essay Writing in Indonesian Universities
A 2026 study published in Jurnal Multidisiplin Madani (MUDIMA) shows that a structured Learning Management System (LMS)-based model significantly improves students’ performance in literary criticism and essay writing courses in higher education. The research was conducted by Risa Yanuarti Sholihah of Universitas Madani Indonesia and Widia Tamara of Universitas Samudra. Their findings demonstrate that combining a constructivist approach, structured discussion, and digital learning tools strengthens students’ critical thinking, writing skills, and academic independence in an increasingly technology-driven academic environment.
The study addresses a pressing issue in higher education. Writing literary criticism and essays requires deep analysis, sustained motivation, and strong referencing skills. Many students struggle with finding credible sources, avoiding plagiarism, and organizing arguments clearly. At the same time, universities are expanding online and flexible learning systems, especially after the global shift toward digital education during and after the COVID-19 pandemic. The research by Risa Yanuarti Sholihah and Widia Tamara provides a clear model for improving writing instruction through LMS integration.
Flexible Learning as a New Standard
Flexible learning is no longer optional in higher education. Universities across Indonesia operate LMS platforms under different names, allowing students to access materials, submit assignments, join discussions, and attend virtual sessions anytime and anywhere.
However, technology alone does not guarantee better learning outcomes. The study emphasizes that course design and learning strategies determine whether an LMS truly enhances student performance. In writing-intensive subjects such as Literary Criticism and Essay Writing, structured interaction and guided feedback are essential.
How the Research Was Conducted
The researchers used a descriptive approach focused on course implementation in higher education. The study analyzed how LMS-based learning was applied in the Literary Criticism and Essay Writing course for students majoring in Indonesian Literature.
The learning model incorporated three main components:
- A constructivist approach
- Discussion and question-and-answer methods
- Structured learning strategies
Data were drawn from classroom practice, online discussions, virtual meetings, and student writing activities. The analysis focused on how these components supported writing quality, engagement, and independent learning.
Key Components of the LMS-Based Learning Model
1. Constructivist Approach
The constructivist approach allows students to build their own understanding through exploration and interpretation. In literary criticism, students analyze poetry, short stories, and novels using various theoretical perspectives.
Through the LMS, students access reading materials, journal articles, and reference books. They develop arguments independently and present interpretations supported by theory.
This approach encourages:
- Independent knowledge construction
- Critical analysis of literary texts
- Creative and analytical thinking
- Stronger engagement with theory
The researchers found that students became more confident in expressing critical ideas when guided through structured digital learning.
2. Discussion and Question-and-Answer Method
Active discussion plays a central role in the model. Peer discussions are conducted through LMS forums. Students provide feedback, comments, and suggestions on each other’s drafts.
In addition to LMS forums, lecturers use:
- WhatsApp groups for coordination and reminders
- Video conferencing platforms such as Zoom and Google Meet for live sessions
These interactive elements help students overcome common writing obstacles, including:
- Difficulty finding references
- Incorrect spelling and writing structure
- Plagiarism issues
- Limited use of academic sources
Lecturers provide direct feedback and additional materials to address these challenges. According to the researchers, structured discussion increases student motivation and improves the quality of written work.
3. Strategic Use of Learning Resources and Media
The LMS-based model integrates multiple learning resources and digital tools.
Learning Resources:
- Academic journal articles
- Reference books such as Literary Theory and Literary Criticism
- Digital library subscriptions
- Mendeley training for citation management
Training in reference management software helps students automatically organize citations and avoid plagiarism. This significantly improves academic writing standards.
Learning Media:
- University LMS platform (primary system)
- WhatsApp for communication
- Video conferencing for face-to-face interaction
The study highlights that video conferencing sessions were used strategically for five key meetings, including material delivery, evaluation, reference training, and course reinforcement.
Step-by-Step LMS Learning Process
The researchers outline a structured learning sequence:
- Students log into the university LMS account.
- Students select the course.
- Students complete attendance online.
- Students access materials according to the schedule.
- Students follow instructions, join discussions, and submit assignments digitally.
This structured flow ensures consistency, accountability, and accessibility.
Measurable Benefits of the LMS-Based Model
The study reports several clear outcomes:
- Improved student participation in discussions
- Better organization of literary criticism essays
- Increased use of credible academic references
- Greater student independence
- More efficient communication between lecturers and students
Research cited within the article also shows that video conferencing can achieve effectiveness rates above 90% in supporting online learning environments. Additionally, student satisfaction with LMS systems tends to remain positive or neutral when supported by structured teaching design.
Implications for Higher Education Policy
The findings from Universitas Madani Indonesia and Universitas Samudra offer practical guidance for universities seeking to strengthen writing courses.
Key implications include:
- LMS platforms must be integrated with active learning strategies.
- Constructivist approaches enhance critical thinking in humanities courses.
- Digital literacy training, including citation management, is essential.
- Multi-platform communication improves student engagement.
Risa Yanuarti Sholihah of Universitas Madani Indonesia emphasizes that LMS-based learning must encourage students to become active and creative learners in a rapidly evolving technological era. The researchers conclude that flexibility in education is both a challenge and an opportunity that must be addressed with structured innovation.
Author Profiles
Risa Yanuarti Sholihah is a lecturer at Universitas Madani Indonesia specializing in literature education and instructional design in higher education.
Widia Tamara is an academic at Universitas Samudra with expertise in language education and digital learning implementation.
Both researchers focus on improving humanities education through innovative teaching models and educational technology integration.
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