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Development of AI-Based Algorithm Learning Media with a Personalized Learning and Mediated Learning Experience Framework Eki Nugraha; Eki Nugraha; Salman Haykal Ramadhan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.5

Algorithm learning in Informatics at Phase E requires media that can adapt to the individual needs of students. However, most conventional media remain static and one-directional. This study develops an AI-based algorithm learning medium that integrates the principles of personalized learning and Mediated Learning Experience (MLE) using the ADDIE model. It also evaluates usability through the System Usability Scale (SUS) and thematic analysis involving 22 tenth-grade high school students. The MLE principles intentionality, meaning, transcendence, and competence are translated into system features through a Socratic AI dialogue architecture. The average SUS score is 77.39 (SD = 12.87; 95% CI [71.68, 83.10]), which falls within the Acceptable range (Grade B–C). Thematic analysis identifies five main themes, with appreciation for content personalization (41%) and technical constraints (36%) emerging as the most prominent findings. The main contribution of this study is conceptual and design-oriented. It proposes a framework that maps personalized learning and MLE principles into concrete features within AI-based educational media.

Development of AI-Based Algorithm Learning Media with a Personalized Learning and Mediated Learning Experience Framework Eki Nugraha; Eki Nugraha; Salman Haykal Ramadhan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.5

Algorithm learning in Informatics at Phase E requires media that can adapt to the individual needs of students. However, most conventional media remain static and one-directional. This study develops an AI-based algorithm learning medium that integrates the principles of personalized learning and Mediated Learning Experience (MLE) using the ADDIE model. It also evaluates usability through the System Usability Scale (SUS) and thematic analysis involving 22 tenth-grade high school students. The MLE principles intentionality, meaning, transcendence, and competence are translated into system features through a Socratic AI dialogue architecture. The average SUS score is 77.39 (SD = 12.87; 95% CI [71.68, 83.10]), which falls within the Acceptable range (Grade B–C). Thematic analysis identifies five main themes, with appreciation for content personalization (41%) and technical constraints (36%) emerging as the most prominent findings. The main contribution of this study is conceptual and design-oriented. It proposes a framework that maps personalized learning and MLE principles into concrete features within AI-based educational media.

Improving vocational students’ learning outcomes through problem-based learning with multimodal learning media Dwi Fitria Al Husaeni; Eka Fitrajaya Rahman; Budi Mulyanti; Amay Suherman; Ade Gafar Abdullah; Lala Septem Riza; Erna Piantari; Sabila Fauziyya; Eki Nugraha
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.91733

Learning in vocational schools, particularly in database subjects, is still hampered by conventional methods that do not develop critical thinking skills and practical applications that meet industry needs. This study aims to assess the effect of using learning media in implementing the Problem-Based Learning (PBL) model on improving vocational students' learning outcomes, particularly in database materials. The research employed a three-cycle Classroom Action Research (CAR) method, conducted with 32 students of class XI RPL at SMKN 13 Bandung. The learning strategy in this study was designed using a PBL approach and integrated multimodal media, including PDF modules, PowerPoint presentations, and learning videos. The results showed a significant and consistent increase in student learning outcomes, with the average score rising from 66.30 in the first cycle to 81.84 in the third cycle. This finding confirms that the use of varied learning media in PBL can enhance conceptual understanding and increase students' active engagement in learning. Abstrak Pembelajaran di SMK, khususnya pada mata pelajaran basis data masih terkendala oleh metode konvensional yang kurang mengembangkan keterampilan berpikir kritis dan penerapan praktis sesuai kebutuhan industri. Penelitian ini bertujuan untuk mengukur pengaruh penggunaan media pembelajaran dalam penerapan model Problem-Based Learning (PBL) terhadap peningkatan hasil belajar siswa SMK, khususnya pada materi basis data. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) tiga siklus, yang dilaksanakan terhadap 32 siswa kelas XI RPL di SMKN 13 Bandung. Strategi pembelajaran dalam penelitian ini dirancang dengan pendekatan PBL yang diintegrasikan dengan media pembelajaran multimoda yang terdiri dari modul PDF, presentasi PowerPoint, dan video pembelajaran. Hasil penelitian menunjukkan peningkatan hasil belajar siswa yang signifikan dan stabil, dengan skor rata-rata meningkat dari 66,30 pada siklus I menjadi 81,84 pada siklus III. Temuan ini menegaskan bahwa penggunaan media pembelajaran yang bervariasi dalam konteks PBL dapat mendorong pemahaman konseptual yang lebih baik dan meningkatkan keterlibatan aktif siswa dalam pembelajaran. Kata Kunci: media pembelajaran; pembelajaran berbasis masalah; sekolah menengah kejuruan

Analisis kebutuhan game naratif AI untuk berpikir komputasional Siti Nurhayati; Eki Nugraha; Munir Munir
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.602

Computational Thinking (CT) is a fundamental 21st-century competency that supports logical reasoning and problem-solving. However, its implementation in schools still faces challenges due to the concept's abstract nature and the lack of a contextually grounded learning approach, resulting in suboptimal student engagement. This study aims to analyze the needs of CT learning in the school environment as a basis for developing a more interactive, adaptive, and contextual AI-based narrative game learning model. This study was conducted because of a gap, namely, the integration of innovative approaches such as game-based learning, AI, and learning analytics has not been comprehensively implemented to support CT mastery. The method used is a sequential exploratory mixed-method design involving semi-structured interviews with Informatics teachers and the distribution of questionnaires to MTs students. The research findings indicate that CT learning is still hampered by abstract concepts, analog learning media, and low student engagement. The analysis results emphasize the urgent need for interactive, adaptive digital learning media with automatic feedback to improve students' understanding and motivation in mastering CT.

Generative Artificial Intelligence Use, AI Self-Efficacy, and Higher Order Thinking Skills Among Education Students in Indonesia Erlangga Erlangga; Dedi Rohendi; Eki Nugraha; M. Miftach Fakhri
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.12693

Purpose – This study examined the association between generative artificial intelligence (GenAI) use and Higher Order Thinking Skills (HOTS) among education students. It also investigated whether students' confidence in using AI, operationalized as AI self-efficacy, significantly predicts the probability of high HOTS attainment. Design/methods/approach – A quantitative explanatory research design was employed. Data were collected through a five-point Likert-scale questionnaire administered to education students at a single Indonesian university. Binary logistic regression was applied to model the probability of high HOTS attainment, with HOTS dichotomized at the median composite score into two categories: high HOTS (coded 1) and low HOTS (coded 0), using AI use frequency (X1) and AI self-efficacy (X2) as predictors. Findings – The binary logistic regression model (logit(π) = −0.741 − 0.134X1 + 1.891X2) reveals that AI use frequency (X1) is not a statistically significant predictor of high HOTS attainment (Wald = 0.073, p = 0.787). In contrast, AI self-efficacy (X2) emerges as the sole significant predictor, with students reporting higher AI self-efficacy showing significantly greater odds of being classified in the high-HOTS category (OR = 6.623, p = 0.001). With an overall classification accuracy of 73.3% and a balanced accuracy of 61.6%, the Hosmer-Lemeshow goodness-of-fit test confirms adequate model fit, though the model's limited specificity for low-HOTS cases reflects a class imbalance in the sample. Research implications/limitations – The findings suggest that higher education institutions should focus on developing students' AI self-efficacy rather than merely expanding access to GenAI tools, since self-efficacy not access alone is the factor associated with higher-order thinking. Lecturers are encouraged to design learning activities that promote critical and reflective engagement with AI rather than passive use. However, reliance on self-report data introduces the risk of perceptual bias, as students' self-assessed HOTS may not fully reflect actual cognitive performance. Further, because the design is cross-sectional, the findings cannot be used to infer long-term causal relationships. Special attention should also be paid to the generalization of the results as it is narrowed to a limited number of students of education at a single institution. Originality/value – This study is original in its application of binary logistic regression to probabilistically model high HOTS attainment in the Indonesian AI-education context, an approach that has not been widely adopted in prior research in this setting to predict HOTS on the scenario of AI-based higher education in Indonesia.

Desain dan Pengembangan Game Adventure Berbasis PBL untuk Pembelajaran Struktur Data Stack Farrel Setia Pratama; Eki Nugraha; Andini Setya Arianti
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1470

Pembelajaran struktur data stack merupakan materi dasar algoritma dan pemrograman yang menuntut pemahaman konsep secara bertahap dan kontekstual. Namun, penyampaian materi yang didominasi metode konvensional membuat peserta didik kesulitan memvisualisasikan operasi abstrak secara mandiri. Hasil survei awal terhadap 35 siswa program keahlian Rekayasa Perangkat Lunak (RPL) di SMK menunjukkan bahwa 82,9% siswa merasa kesulitan memahami materi melalui media statis, sementara 85,7% meyakini game pembelajaran dapat meningkatkan fokus belajar mereka. Penelitian ini bertujuan mendesain dan mengembangkan game adventure berbasis Problem-Based Learning (PBL) sebagai media pembelajaran struktur data stack yang valid dan layak. Pengembangan media dilakukan dengan mengadaptasi model ADDIE yang dibatasi ruang lingkupnya hingga tahap evaluasi formatif (expert review) dan revisi produk. Produk yang dihasilkan berupa prototipe game adventure 2D edukatif yang mengintegrasikan lima tahapan sintaks PBL ke dalam mekanik gameplay dan dilengkapi sistem evaluasi otomatis dengan umpan balik visual instan. Kelayakan media dievaluasi oleh satu validator ahli menggunakan instrumen Multimedia Mania 2004 – Judge’s Rubric. Hasil validasi awal memperoleh persentase kelayakan sebesar 68,65% (kategori Layak), yang meningkat menjadi 86,54% (kategori Sangat Layak) setelah revisi. Media ini disarankan untuk diuji cobakan secara langsung kepada peserta didik pada penelitian selanjutnya guna mengukur efektivitasnya secara empiris.

PENGEMBANGAN MEDIA VIRTUAL REALITY TERINTEGRASI PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN ANALISIS SISWA SMK Muhamad Dzikri Gumilang; Eki Nugraha; Nusuki Syariati Fathimah
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12583

The absence of concrete visualization regarding data distribution flows in computer network topology concepts frequently causes spatial misconceptions that hinder vocational high school students' analytical skills. This Research and Development study applying the ADDIE model aimed to design a Virtual Reality (VR) media product named VRNet Topology integrated with Problem-Based Learning (PBL) and test its effectiveness. The research subjects comprised 38 tenth-grade Computer and Network Engineering students at a vocational high school in Bandung using a Pre-Experimental One-Group Pretest-Posttest design. Data were analyzed using the Shapiro-Wilk test, Wilcoxon Signed-Rank test, and Normalized Gain (N-Gain) index. Expert validation confirmed the product's feasibility with a score of 71 percent (feasible). The Wilcoxon test yielded a significance value of 0.000 (p < 0.05), proving a significant improvement in analytical skills. The average overall N-Gain index was 0.38 (moderate category), with sub-indicator achievements of 0.56 for differentiating, 0.33 for organizing, and 0.12 for attributing. The main conclusion confirms that PBL-based VR media is feasible and effective as an innovative learning instrument to enhance vocational students' analytical skills. ABSTRAK Ketiadaan visualisasi konkret mengenai alur distribusi data pada materi topologi jaringan komputer sering memicu miskonsepsi spasial yang menghambat kemampuan analisis peserta didik SMK. Penelitian pengembangan (Research and Development) dengan model ADDIE ini bertujuan merancang produk media Virtual Reality (VR) bernama VRNet Topology terintegrasi Problem-Based Learning (PBL) serta menguji efektivitasnya. Subjek penelitian melibatkan 38 peserta didik kelas X Teknik Komputer dan Jaringan di salah satu SMK di Bandung menggunakan desain Pre-Experimental One-Group Pretest-Posttest. Data dianalisis melalui uji Shapiro-Wilk, uji Wilcoxon Signed-Rank, dan indeks Normalized Gain (N-Gain). Hasil validasi ahli mengonfirmasi kelayakan produk dengan persentase 71 persen (layak). Uji Wilcoxon menghasilkan nilai signifikansi 0,000 (), yang membuktikan adanya peningkatan kemampuan analisis secara signifikan. Rata-rata indeks N-Gain akumulatif sebesar 0,38 (kategori sedang), dengan capaian sub-indikator differentiating sebesar 0,56, organizing sebesar 0,33, dan attributing sebesar 0,12. Simpulan utama menegaskan bahwa media VR terintegrasi PBL terbukti layak dan efektif sebagai instrumen pembelajaran inovatif untuk meningkatkan kemampuan analisis peserta didik SMK.

Pengembangan Sistem Automation Feedback Berbasis Gemini Sebagai Pendukung Problem-Based Learning Sifa Fauzan; Eki Nugraha; Yuli Sopianti
Journal of Information Technology Vol. 6 No. 2 (2026): Journal of Information Technology
Publisher : Institut Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/jifotech.v6i2.1152

A preliminary observation of 31 eleventh-grade students in the Network and Application Engineering (SIJA) program at a vocational school in Cimahi found that all students (100%) had come to rely on generative AI such as ChatGPT whenever they encountered coding difficulties, with 86.7% reporting an inability to complete programming tasks independently without AI assistance. This AI dependency risks hindering the development of students' critical reasoning. This research aims to design, implement, and test an automated feedback system named AutoFeed to support the Problem-Based Learning (PBL) model in mitigating AI dependency while enhancing students' critical thinking skills in Informatics subjects at vocational high schools (SMK). The research methodology applies the Waterfall development model, encompassing requirements analysis, system design, software implementation, and testing phases. The application was built using a technology architecture consisting of React on the frontend, FastAPI (Python) on the backend, and MySQL as the database, integrating the Google Gemini 2.5 Flash model as the processing engine for hybrid (corrective and reflective) feedback through Socratic questioning techniques. The results of expert judgment based on LORI standards showed an average usability score of 4.60, workspace-PBL feature alignment scored 4.25, while the validation of AI pedagogical response accuracy scored 4.00. Functional testing further confirmed that all system features operated as intended but still require refinement. Thus, the AutoFeed system is confirmed feasible as a digital learning assistant (co-thinker), designed to minimize delayed feedback constraints and support students' critical reasoning, with its actual learning impact recommended for further empirical validation.

Design and Development of Virtual Reality Media on Computer System Learning to Enhance Students' Cognitive Abilities Wahyudin; Anthonio Akbar; Eki Nugraha; Lala Septem Riza; Shah Nazir
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.94553

The quality of education in Indonesia remains a significant concern, as reflected in the PISA survey, which ranks Indonesia 72nd out of 77 participating countries. One contributing factor is the limited development of Higher Order Thinking Skills (HOTS) among students, particularly in cognitive, psychomotor, and affective domains. This study aims to design and develop Virtual Reality (VR) media integrated with a Self-Directed Learning (SDL) model to enhance students' cognitive abilities in computer system learning. Employing a Research and Development (R&D) approach with the ADDIE model, this experimental research involved 33 students and applied a One Group Pre-test Post-test design. Data were collected through cognitive tests and student response questionnaires, and analyzed using paired sample t-tests and N-Gain calculations. The results indicated a significant improvement in students' cognitive abilities, with overall conceptual gains categorized as moderate and positive student responses toward the VR media. These findings suggest that SDL-based VR media can effectively foster students’ cognitive development, encourage active, independent learning, and serve as an innovative instructional solution to address educational quality challenges. The study implies that immersive technology integration, when paired with appropriate learning models, holds substantial potential in enhancing students' higher-order thinking skills in the digital era.

Implementation of Differentiated Instruction Based on Computer-Supported Collaborative Learning to Improve Students' Logical Thinking Abilities Oktavian Dwi Santosa; Jajang Kusnendar; Eki Nugraha
JURNAL PENDIDIKAN MIPA Vol. 16 No. 5 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i5.5026

The low level of logical thinking and the standardization of teaching methods are the main obstacles for vocational high school (SMK) students in understanding abstract computer network materials. This study aims to design and analyze the effectiveness and practicality of a Moodle Learning Management System (LMS) based on Computer-Supported Collaborative Learning (CSCL) that integrates Differentiated Instruction and the Problem-Based Learning (PBL) syntax. This study uses the Research and Development (R&D) method based on the Smart Learning Environment Establishment Guideline (SLEEG). The effectiveness test was conducted through a quasi-experiment (Nonequivalent Control Group Design) on 71 grade X students at SMK PGRI Subang. The results showed: (1) the developed media is highly feasible (material validation 80.00% and media 75.33%); (2) the implementation of the differentiated LMS significantly improved Logical Thinking skills, evidenced by the experimental class's N-Gain score (0.58) which exceeded the control class (0.51), a significance value of p = 0.000 (p < 0.05), and a Cohen's d of 1.945 (large effect); and (3) student responses to the practicality of the media were rated "Very Good" (88%) based on the UTAUT2 model, with Behavioral Intention achieving the highest score (91%). It is concluded that the integration of Differentiated Instruction within the CSCL ecosystem is proven valid, practical, and highly effective in facilitating the cognitive diversity of vocational students.

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