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All Journal Jurnal Paedagogy
Nissa Arrumaisha
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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User-Centered Design in the AIRAF Interface: Reducing Cognitive Load and Supporting Self-Regulated Learning Nissa Arrumaisha; Rizki Hikmawan; Dinda Alya Maghfira; Rochman Bambang Eko Saputro
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20278

Abstract

This study aims to evaluate the usability, user experience, and cognitive load of the AIRAF interface using a User-Centered Design (UCD) approach through two iterative evaluation phases. In the first evaluation phase (UE1), eight undergraduate students completed a series of structured interaction tasks using Maze and subsequently responded to the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and External Cognitive Load (ECL) questionnaire. The data were analyzed descriptively by calculating task performance indicators, mean questionnaire scores, and comparative changes between UE1 and UE2. The results of UE1 showed a marginal SUS score of 62, a UEQ mean score of 1.45, and an ECL mean score of 7.28, indicating usability issues related to typography, navigation, visual clarity, and feature recognition. Following the interface redesign, a second evaluation phase (UE2) involving ten participants demonstrated substantial improvements. The SUS score increased to 80, the UEQ mean score improved to 1.97, and the ECL mean score increased to 8.75, with improvements observed across all UEQ dimensions. These findings suggest that the UCD approach effectively simplifies complex AI-supported learning interfaces by enhancing visual hierarchy, interaction clarity, and feedback presentation, thereby reducing students' confusion and unnecessary cognitive effort during interaction.
Development of Android-Based Informatics Learning Media to Improve Computational Thinking in High School Students Jihan Nurhaliza; Rizki Hikmawan; Nissa Arrumaisha
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18253

Abstract

This study aims to develop an Android-based informatics learning medium, named THINQING, to enhance senior high school students’ computational thinking (CT) skills through Bebras informatics problems. The research employed a Research and Development (R&D) method using the Game Development Life Cycle (GDLC) framework, which consists of the stages of initiation, pre-production, production, testing, beta, and release. The participants of this study were 30 tenth-grade students from a senior high school in Garut Regency. Data were collected using the Computational Thinking Scale (CTS), which measures five dimensions of CT: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving skills. Data were analyzed using a one-sample t-test by comparing students’ CTS scores with a neutral benchmark value. The results reveal a statistically significant improvement in students’ computational thinking skills, as indicated by a significance value of p < 0.05. These findings suggest that the THINQING learning medium—particularly its error-based explanatory feedback mechanism—is effective in supporting the development of computational thinking and can serve as an alternative interactive learning tool for fostering 21st-century skills in secondary education.
Co-Authors Dinda Alya Maghfira Hikmawan, Rizki Jihan Nurhaliza Rochman Bambang Eko Saputro