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All Journal Jurnal Paedagogy Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Dinda Alya Maghfira
Universitas Pendidikan Indonesia
Humanities 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.
Bridging Theory and Practice: A Review of CT in K-12 Problem-Solving Dinda Alya Maghfira; Suprih Widodo; Ulva Elviani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4265

Abstract

The digital era demands students master 21st-century skills, with computational thinking (CT) as the fundamental cognitive foundation for problem-solving. Despite policies such as Indonesia's Kurikulum Merdeka integrating CT, significant implementation gaps persist due to insufficient comprehensive guidelines. This study aims to synthesize empirical evidence on CT implementation in enhancing K-12 students' problem-solving abilities through a Systematic Literature Review (SLR). Using ERIC, SpringerLink, ScienceDirect, IEEE Xplore, and Taylor & Francis databases via Publish or Perish, this research identified 973 articles, subsequently filtered to 27 final articles based on rigorous inclusion and exclusion criteria. Analysis reveals that algorithmic thinking (29%), debugging/evaluation (26%), and abstraction (24%) constitute the most dominant CT components developed. The plugged-in approach (69%) dominates implementation through structured/algorithm-based methods (50%) and game-based learning (31%), with Scratch (44%) and Code.org (38%) as primary platforms. The formulated implementation framework demonstrates developmentally appropriate progression from blended (unplugged-plugged) approaches in early elementary, game-based learning in middle elementary, to project-based learning in high school. Findings reveal that while block-based programming and game design are highly effective for algorithmic thinking and debugging, teaching abstraction remains challenging and requires more specific pedagogical strategies. This research contributes a comprehensive knowledge map bridging the gap between juridical policies and CT learning practices in the field, recommending future research directions for formal assessment development, teacher professional development, and interdisciplinary CT integration.
Co-Authors Hikmawan, Rizki Nissa Arrumaisha Rochman Bambang Eko Saputro Suprih Widodo Ulva Elviani