The Strategic Role of Periodic Discussions in Cultivating Critical and Productive Lecturers

By Dr. Abdul Wadud Nafis, Lc., MEI

In the ever-evolving academic world, lecturers are expected not only to teach but also to think critically and productively in generating knowledge. One strategic approach to building this capacity is through periodic discussions. In these forums, ideas are tested, updated, and academic networks are strengthened. Discussion is not merely a routine activity, but rather an essential medium for intellectual transformation—vital for lecturers as agents of change.

A. The Role of Periodic Discussions

1. A Tool for Sharpening Critical Thinking Skills

It serves to train lecturers in analyzing, evaluating, and questioning information logically and scientifically.

2. A Medium for Developing Creativity and Scientific Innovation

Used to explore new ideas, alternative research approaches, and current issues that drive academic productivity.

3. A Platform for Fostering a Collaborative Academic Culture

Acts as a bridge for communication and collaboration among lecturers across various scientific disciplines.

4. An Instrument for Shaping Academic Ethics

Functions as a place to cultivate respect, openness to criticism, and intellectual honesty.

B. The Functions of Periodic Discussions

1. As a Tool for Academic Self-Reflection

Utilized to test ideas, thoughts, or research findings through peer feedback.

2. As a Means to Improve the Quality of the Tri Dharma of Higher Education

In education: contributes to enriching teaching materials and learning approaches.

In research: helps gather feedback on proposals and research findings.

In community service: serves to generate contextual and applicable ideas.

3. As a Driver of Academic Competitiveness among Lecturers

Encourages lecturers to remain actively engaged in reading, writing, and researching to stay up to date academically.

4. As a Reinforcer of Academic Identity

Used to build scholarly reputation and specialization through contributions in scientific discussions.

Conclusion

Periodic discussion is not merely a forum for exchanging ideas, but a foundation for shaping lecturers who are critical, productive, and relevant to their time. Through a consistent culture of discussion, campuses can produce a generation of intellectuals who are not only intelligent but also visionary and impactful.

References

1. Djojonegoro, W. (2000). Human Resource Development through Education. Jakarta: Grasindo.

2. Ministry of Education and Culture. (2020). Independent Learning Guidelines: Independent Campus. Directorate General of Higher Education, Ministry of Education and Culture of the Republic of Indonesia.

3. Moleong, L. J. (2017). Qualitative Research Methodology (Revised Edition). Bandung: Remaja Rosdakarya.

4. Mulyasa, E. (2007). Becoming a Professional Teacher: Creating Creative and Enjoyable Learning. Bandung: PT Remaja Rosdakarya.

5. Suryosubroto, B. (2009). The Teaching and Learning Process in Schools. Jakarta: Rineka Cipta.

6. Zubair, A. (2015). Becoming a Professional Lecturer: Successful Strategies in Teaching, Research, and Community Service. Yogyakarta: Pustaka Pelajar.