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Nurul Ain, Nurul
Airlangga University
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Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Aji, Sudi Dul; Ain, Nurul; Zaini, Akhmad; Pratiwi, Hestiningtyas Yuli; Gunawan, Kadek Dwi Hendratma; Nisa’, Salsabila Kholifahtun; Hudha, Muhammad Nur
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17755

Abstract

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.
Co-Authors Adnan, Syaiful Agung Pambudi Ahmad Yasser Mansyur Akhmad Jufriadi Akhmad Zaini, Akhmad Aldasafitri, Jusda Amul, Tilde Novaria ANDIKA GUTAMA, ANDIKA Boi, Oliviana Monik Choirul Huda Darmawan Darmawan Darungan, Tezar Samekto Denna Delawanti Chrisyarani, Denna Delawanti Dian, Poppy Dwi Agus Setiawan Dyah Triwahyuningtyas endah andayani Engel, Merlina Eva Meizara Puspita Dewi, Eva Meizara Puspita F. Timo, Aplonia Febriantika, Indah Gunawan, Kadek Dwi Hendratma Habiba, Sri Nurcahaya Hariani, Lilik Sri Hasibuan, Ika Dinda Suryani Hendra, Joni Hestiningtyas Yuli Pratiwi Hijra Hijra, Hijra Insani, Dhia Nur Iqbal, Nabilul Ira Cinta Lestari Irmawati Irmawati Karomiah, Khandyas Kenza Kurniati, Maria Volenta Kurniawati, Resta Eka Lika, Inggrit Inga Lilik Sri Hariani LUKMAN, LUKMAN Maf'ulah, Maf'ulah Maulana, M. Razif Mochtar Marhum Muh. Iqbal Muh. Yusuf Muhammad Nur Hudha Musliha, Musliha N, Nurjanah Nisa’, Salsabila Kholifahtun Novianto, Muhamad Fajar Nurul Hikmah Oes, Maria Yudita Perangin-Angin, Pricillia Adenit Gracia Br Prihatin Sulistyowati, Prihatin Putri, Zahara Ananda Qurrata Ayun Ravi, Muhamad Ririn Tri Ratnasari Rista Anggriani Safitri, Diyan Niken Samsul Bahri Sesanti, Nyamik Rahayu Shofa, Gaetsa Zahira Sholikhan Sholikhan Sholikhan Sudi Dul Aji Suhendra, Zhafira Sundaygara, Chandra Suwito Suwito Tamrin, Tri Dayanti Tanreso, Nurul Fatiha Tiu, Natalia Triwahyudianto, Triwahyudianto Vaherni, Dwi Rian Wunga, Daud Rudiman Yanti, Nelly Helda Yulianti Yulianti Zuhro, Luluk Faridatus