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All Journal Journal of Software Engineering and Multimedia (JASMED)
Rifki Adhitama
Telkom University

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Frontend Design of Spatial Working Memory Test Application for Junior and Vocational High School Students Using the Waterfall Method Martryatus Sofia; Rifki Adhitama
Journal of Software Engineering and Multimedia (JASMED) Vol. 4 No. 1 (2026): Journal of Software Engineering and Multimedia (JASMED)
Publisher : Telkom University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20895/jasmed.v4i1.11245

Abstract

Spatial Working Memory (SWM) is an essential cognitive function that supports learning processes, reasoning, mathematical abilities, and academic achievement among students. Despite its importance, accessible and digital-based tools for assessing spatial working memory remain limited, particularly for junior and vocational high school students. This study focuses on designing and developing the frontend of a web-based SWMT application, guided by the Waterfall development approach involving literature studies, interviews with psychology experts, observations, questionnaires, interface design using Figma, implementation with Laravel, HTML, and CSS, and usability and accessibility evaluations. Accessibility testing was conducted using the WebAIM Contrast Checker based on Web Content Accessibility Guidelines (WCAG), while usability assessment was carried out through the SUS instrument with 72 participants from junior and vocational high school levels. The results indicate that seven out of eleven evaluated interface elements successfully met WCAG 2.0 Level AA accessibility standards, with contrast ratios exceeding the minimum requirement of 4.5:1. Four elements, namely the login form and login button, the independent test start button, the test score display, and the PDF download button, require further improvement due to insufficient contrast levels. Usability evaluation produced an average SUS score of 66.15, categorized as "OK" with marginal acceptance, indicating that the application can be used independently while still requiring improvements in navigation consistency, instruction clarity, and overall user experience. This study offers a meaningful contribution toward building an open and inclusive digital tool for cognitive assessment in Indonesian educational settings and provides a foundation for future integration of backend functionality and psychometric validation.
The Effect of Vibe Coding on the Programming Skills of Beginner and Advanced Students at Telkom University Purwokerto Novita Syahwa Tri Hapsari; Rifki Adhitama; Yudha Islami Sulistya
Journal of Software Engineering and Multimedia (JASMED) Vol. 4 No. 1 (2026): Journal of Software Engineering and Multimedia (JASMED)
Publisher : Telkom University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20895/jasmed.v4i1.11260

Abstract

The growing use of generative AI has introduced vibe coding as a new programming approach in higher education, but its varying impacts on students’ experience levels have not yet been extensively explored in the Indonesian context. This study investigates whether vibe coding affects programming competencies differently between early-stage and advanced-stage students in the Software Engineering Program at Telkom University Purwokerto. A comparative design with a mixed-methods approach was used, involving 30 respondents: 15 early-stage students (Semester 4) and 15 advanced-stage students (Semester 6). Data were collected via a five-point Likert-scale questionnaire measuring the intensity of vibe coding (Section B) and perceptions of programming competence (Section C), supplemented by a prompt quality rubric validated by faculty members based on a case study of a circular single-linked list. Quantitative analysis employed Spearman’s rank correlation and the Mann-Whitney U test, while qualitative findings from the rubric were triangulated with questionnaire results. The results indicate that advanced-level students have a significantly higher coding vibe intensity (U = 57.5; p = 0.023), while beginner-level students report a significantly higher perceived ability (U = 39.0; p = 0.002). The Spearman test yielded a non-significant negative correlation in both groups, with the final-year group showing a moderate trend (rs = −0.50). No significant differences were found in prompt output quality between groups (U = 92.0; p = 0.400), and triangulation revealed inconsistencies between perceived ability and actual output quality. These findings indicate that vibe coding without structured instructional guidance has the potential to widen the gap between perceived and actual programming competence, underscoring the need for the explicit integration of prompting literacy into the programming curriculum.
Co-Authors Martryatus Sofia Novita Syahwa Tri Hapsari Yudha Islami Sulistya