Transformasi Suara Mahasiswa Generasi Z menjadi Perbaikan Pedagogis Berbasis Bukti: Studi Scholarship of Teaching and Learning dalam Pendidikan Bisnis Digital

Abstract

This study analyzes Generation Z student feedback as pedagogical evidence for evidence-based pedagogical improvement in Digital Business learning through the Scholarship of Teaching and Learning (SoTL) approach. The study addresses the limited use of student feedback as a source of student engagement and instructional decision-making, as feedback often remains an administrative evaluation rather than a basis for improving learning design. This research employed a qualitative descriptive approach supported by simple frequency analysis of 25 written student feedback responses. The data were analyzed through repeated reading, inductive coding, theme categorization, thematic interpretation, and SoTL-based pedagogical reflection. The findings show that 16 feedback responses were positive without specific notes, while 9 responses were positive with improvement notes. Students appreciated the clarity of material explanation, enjoyable teaching style, communicative lecturer attitude, and learning innovations through technology, rewards, and creative assignments. However, students also highlighted the need to improve the pace of material delivery, assignment workload management, classroom management firmness, and method variation. This study concludes that Gen Z student feedback can function as a form of student engagement and pedagogical evidence that supports reflective teaching, instructional follow-up, and more contextual, measurable, and sustainable learning decisions in Digital Business education.