Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Educational Sciences
Jaka Septiadi
Information Systems and Technology Education, UPI Regional Campus Purwakarta, Universitas Pendidikan Indonesia, Purwakarta, 41115, Indonesia
Religion Humanities Education Library & Information Science Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring Adaptive Learning Dimensions Through EFA and CFA Validation Dinda Alya Maghfira; Rizki Hikmawan; Jaka Septiadi; Rochman Bambang Eko Saputro; Nissa Arrumaisha
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.521-537

Abstract

The increasing demand for adaptive learning in vocational education highlights the need for valid instruments to measure its key constructs. Despite growing research on adaptive assessment, adaptive gamification, personalized feedback, and self-regulated learning (SRL), these constructs are commonly examined separately. This study addresses this gap by developing and validating an SRL based adaptive learning instrument that integrates them within a unified measurement framework. The instrument was constructed from four theoretical constructs: adaptive assessment, adaptive gamification, personalized feedback, and self-regulated learning. A total of 507 students participated in the study. Data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). From the initial 24 items, nine items with inadequate psychometric properties were removed during the validation process, resulting in 15 valid items. The EFA results revealed four latent factors, namely feedback awareness, self-regulation, regulation deficit, and adaptive motivation. CFA confirmed a good model fit (CFI = 0.98, TLI = 0.97, RMSEA = 0.051, SRMR = 0.038) and acceptable composite reliability. The findings indicate that adaptive learning is perceived as an integrated process across SRL phases. This study provides a validated instrument and a conceptual basis for future research in adaptive learning.
Analyzing The Effect of Theory-Based User Interface Design in Mobile Learning Application on PSTI Students’ Extraneous Cognitive Load Ikeu Herliana; Jaka Septiadi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.427-442

Abstract

The limited screen size of mobile devices can increase users’ Extraneous Cognitive Load (ECL), hindering effective Self-Regulated Learning (SRL) in digital environments. This study aims to design a mobile learning application (MLA) interface integrating User Interface Design (UID) principles with SRL theory and to evaluate its impact on learners’ ECL. Adopting DBR, a prototype was developed and evaluated by 144 respondents using an ECL questionnaire and open-ended feedback. Descriptive statistics revealed that the interface successfully minimized cognitive load, with all dimensions categorized as low. The Aesthetic and Minimalist Design dimension recorded the lowest mean score (2.55). However, thematic analysis revealed issues such as reading fatigue from dense text and subtle navigation cues. Consequently, a design iteration was executed to implement micro-learning content chunking, centralize navigation, and enhance visual signaling. The findings highlight that minimizing ECL through strict UID compliance is essential to support SRL. This research contributes an empirical study by integrating UID principles and SRL theory within a DBR approach to systematically reduce extraneous cognitive burdens.
Co-Authors Dinda Alya Maghfira Ikeu Herliana Nissa Arrumaisha Rizki Hikmawan Rochman Bambang Eko Saputro