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All Journal Edutech Syntax Jurnal Informatika VANOS Journal of Mechanical Engineering Education JOIN (Jurnal Online Informatika) Sistemasi: Jurnal Sistem Informasi RABIT: Jurnal Teknologi dan Sistem Informasi Univrab Jurnal Pengabdian Pada Masyarakat InComTech: Jurnal Telekomunikasi dan Komputer Cetta: Jurnal Ilmu Pendidikan JURNAL PETIK Journal of Educational Research and Evaluation EDUMATIC: Jurnal Pendidikan Informatika JTIULM (Jurnal Teknologi Informasi Universitas Lambung Mangkurat) Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Dinasti International Journal of Economics, Finance & Accounting (DIJEFA) Jurnal Teknimedia: Teknologi Informasi dan Multimedia Jurnal Pendidikan Didaktika: Jurnal Kependidikan Jurnal Ilmiah Wahana Pendidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Tarbiatuna: Journal of Islamic Education Studies International Journal Software Engineering and Computer Science (IJSECS) Jurnal Informatika Teknologi dan Sains (Jinteks) Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Journal of Educational Sciences Jurnal Educative: Journal of Educational Studies Jurnal Pengabdian Sosial Integrated : Journal Of Information Technology and Vocational Education Journal of Informatics and Vocational Education Journal of Research in Instructional
Hikmawan, Rizki
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Pengembangan E-modul Interaktif Berbasis Cognitive Load Theory untuk Meningkatkan Hasil Belajar dan Mengelola Beban Kognitif Nurfadilah, Afifah; Hikmawan, Rizki; Hartini, Hartini
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4079

Abstract

Pendidikan vokasi di Sekolah Menengah Kejuruan (SMK) menuntut pembelajaran yang mampu mendukung penguasaan kompetensi kerja sekaligus mendorong kemandirian belajar peserta didik. Temuan ini bertujuan mengembangkan dan melakukan analisis penggunaan e-modul interaktif berbasis Cognitive load Theory dalam mendukung proses pembelajaran. Studi ini menerapkan pendekatan kuantatif deskriptif dengan desain pre-eksprerimental tipe one-shot case study pada 37 peserta didik kelas X di salah satu Sekolah Menengah Kejuruan di kabupaten Purwakarta. Sampel penelitian ditentukan menggunakan Teknik sampling jenuh, yaitu seluruh peserta didik dalam satu kelas dijadikan sampel penelitian. Data dikumpulkan menggunakan tes hasil belajar, angket beban kognitif, pengamatan, serta wawancara. Hasil penelitian menunjukkan bahwa 89% peserta didik sudah mencapai ketuntasan belajar dengan nilai rata-rata 91,03 dan hasil uji binomial menunjukkan nilai signifikansi p < 0,001. Selain itu, pengukuran beban kognitif menunjukkan Intrinsic Cognitive Load dikategorikan rendah dengan nilai mean 2,3459, Extraneous Cognitive Load dikategorikan sangat rendah dengan nilai mean 1,3946, dan Germane Cognitive Load berkategori sangat tinggi dengan nilai mean 3,5459. Temuan tersebut mengindikasikan bahwa e-modul yang dikembangkan mampu mengelola beban kognitif peserta didik secara efektif sehingga dapat mendukung proses pembelajaran secara lebih optimal. Ke depan, penelitian serupa dapat dikembangkan dengan melibatkan cakupan materi yang lebih luas, jumlah peserta didik yang lebih beragam, serta menggabungkan berbagai fitur pembelajaran digital lainnya agar dapat berperan lebih luas dalam perbaikan mutu pembelajaran.
Human–GenAI Score Alignment in Rubric-Constrained Essay Assessment: Procedural Convergence Without Pedagogical Equivalence Muhamad Akda Fathul Barri; Rizki Hikmawan
Journal of Informatics and Vocational Education Vol. 9 No. 2 (2026): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i2.3338

Abstract

The increasing availability of Generative Artificial Intelligence (GenAI) systems has raised critical questions regarding their role in educational assessment, particularly in evaluating open-ended student responses that traditionally rely on professional teacher judgment. This study investigates the extent to which GenAI-generated scores align with teacher assessments when both are guided by an explicit and standardized rubric framework. Using a parallel scoring design, written responses from junior secondary school students were independently evaluated by an Informatics teacher and a GenAI system (ChatGPT) based on an identical rubric encompassing progressively increasing cognitive demands from lower-order to higher-order thinking skills. To examine scoring alignment, an Intraclass Correlation Coefficient (ICC) analysis with a two-way mixed-effects model and absolute agreement approach was employed. The results indicate a meaningful level of score alignment between teacher and GenAI assessments, suggesting that GenAI can apply rubric-based evaluative criteria in a procedurally consistent manner. However, qualitative analysis of written feedback reveals substantive differences in pedagogical depth. While GenAI feedback demonstrates high structural consistency and transparent rubric justification, teacher feedback exhibits greater contextual sensitivity, incorporating instructional intent, student misconceptions, and classroom dynamics. These findings suggest that GenAI systems hold potential as assessment support tools capable of enhancing scoring consistency and efficiency in formative assessment contexts. Nevertheless, score alignment should not be interpreted as pedagogical equivalence. The study concludes that GenAI is best positioned as an augmentative decision-support system operating under teacher supervision, rather than as an autonomous assessor. This research contributes empirical evidence to ongoing discussions on Human–AI score alignment and highlights the critical role of rubric design in mediating responsible GenAI integration within educational assessment practices.
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.
The Effectiveness of Playful Learning Design on Learning Outcomes and Cognitive Load in Junior High School Informatics Febryanti Hidayat; Rizki Hikmawan; Sayyidah Nurul Hayati
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.v13i3.20398

Abstract

This study aims to evaluate the effectiveness of pedagogical PSD adaptation in improving learning outcomes while managing junior high school students’ cognitive load in Informatics learning. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group pretest–posttest design. The sample consisted of 56 eighth-grade students who were divided into an experimental group implementing the PSD method and a control group using the Think Pair Share method. Data were collected through pretests, posttests, and cognitive load questionnaires. The data were analyzed using descriptive statistics to summarize learning outcomes, followed by the Shapiro–Wilk test to examine data normality. Since the posttest data were not normally distributed, the Mann–Whitney U test was conducted to compare learning outcomes between the experimental and control groups. Cognitive load was measured using a questionnaire based on Cognitive Load Theory (CLT) and analyzed descriptively through mean scores across three dimensions: intrinsic, extraneous, and germane cognitive load. The module review results indicated that the adapted PSD module was considered appropriate by six Informatics teachers in terms of content, language, and alignment with student characteristics. The statistical analysis revealed a significant difference between the two groups, with the experimental group achieving higher learning outcomes than the control group (p < 0.05). Regarding cognitive load, both groups demonstrated low intrinsic and extraneous cognitive loads, while the experimental group exhibited a higher germane cognitive load. These findings suggest that PSD adaptation effectively improves learning outcomes while promoting more optimal cognitive engagement among students in Informatics learning.
Game-Based Learning in Biology Education: Designing and Evaluating the BioQuest Mobile Learning Prototype Nadya Meirizka Putri; Rizki Hikmawan
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.v13i3.20438

Abstract

Abstract: This study aims to develop and evaluate BioQuest, a mobile educational game prototype for junior high school Biology learning in Indonesia, using a User-Centered Design (UCD) approach. The evaluation was conducted through two iterative cycles focusing on interface design, usability, cognitive load profiles, and the relationship between usability and extraneous cognitive load (ECL). Data were collected using several instruments, including Cognitive Walkthrough (CW), the System Usability Scale (SUS) adapted from task performance on the Maze platform, the User Experience Questionnaire Plus (UEQ+) covering 10 dimensions, a cognitive load questionnaire measuring intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL), as well as semi-structured interviews. The first evaluation cycle (UE1) involved 13 participants, while the second cycle (UE2) involved 21 participants, including both returning and newly recruited students. The results showed that UE1 achieved a SUS score of 86, while UE2 achieved a score of 82.5; both scores were categorized as “very good” and exceeded the average usability threshold. All 10 UEQ+ dimensions in both cycles were classified within the very positive category (2.00–2.73 in UE1 and 2.18–2.60 in UE2). The cognitive load profile was optimal across both evaluation cycles, with extraneous cognitive load (ECL) remaining controlled (low in UE1 and moderate in UE2) and germane cognitive load (GCL) consistently high (M = 5.74 in UE1; M = 6.19 in UE2), indicating strong cognitive engagement during learning activities. A descriptive comparative analysis revealed a negative relationship between usability and ECL across iterations. These findings provide empirical evidence that a UCD-based iterative approach can effectively support the development of mobile educational games with high usability, positive user experience, and a cognitive load profile that promotes meaningful Biology learning at the junior high school level.
Unity‑Based History Hunt: Development and Quasi‑Experimental Effects on Elementary Students’ Knowledge and Interest Rani Yuniar; Rizki Hikmawan
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1594

Abstract

This study employed a Research and Development (R&D) approach using the ADDIE model to develop the History Hunt game and then examined its effectiveness using a quasi-experimental pretest-posttest control-group design. Participants were 87 fourth- and fifth-grade elementary students, assigned to an experimental group (n=44) and a control group (n=43). Data were collected with a 10-item historical knowledge test, a 15-item learning-interest questionnaire, a 10-item usability scale, interviews, and classroom observations. The product achieved 82.04% usability, indicating it is suitable for classroom use. Learning outcomes favored the experimental group: N-Gain=0.725 versus 0.566 in the control (t(85)=2.39, p=0.019, Cohen's d=0.513). Learning interest also rose markedly in the experimental group (M=60.36) compared with the control (M=46.23; p<0.001, Cohen's d=2.81). These findings indicate that a Unity-based, location-enabled, game-based learning tool can meaningfully strengthen both historical knowledge and interest in elementary history. Pedagogically, combining game-based learning, location-based tasks, and joyful learning principles offers a feasible, engaging approach for teachers and a replicable development workflow for designers using the ADDIE model.
Nurra Chatbot For Islamic Education Among Generation Z Raisyal Dimas Prayoga; Rizki Hikmawan; Muhammad Ariestama Putra
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10365

Abstract

This study develops and validates the NURRA Islamic AI Assistant as a digital learning tool designed to support Islamic education for Generation Z. The research responds to the increasing reliance of students on digital platforms for religious learning and the associated risks of misinformation in unguided environments. A development and validation approach was employed using a Design and Development Research model combined with an agile iterative cycle. The prototype integrates curated Islamic sources, including Waqfeya and Maktabah Syamilah, and applies content filtering and ethical safeguards to maintain theological accuracy and responsible communication. Six experts in Islamic education, educational technology, ethics, linguistics, media learning, and computer science evaluated the system using a five-point Likert scale instrument. Data were analysed descriptively and showed that the prototype achieved a very valid classification across content accuracy, ethical compliance, usability, and practical functionality. System testing further demonstrated that the chatbot is capable of generating relevant responses, supporting learners with diverse types of questions, and providing transparent fallback responses when source-based retrieval is unavailable. The findings indicate that NURRA can function as a complementary learning tool that strengthens access to authentic Islamic knowledge and aligns with the digital characteristics of Generation Z learners. The validated model highlights the feasibility of integrating AI into Islamic education in a responsible manner and offers a foundation for classroom implementation, future system refinement, and broader user trials.
PENGEMBANGAN SISTEM PEMINJAMAN INVENTARIS BERBASIS WEB MENGGUNAKAN PENDEKATAN USER-CENTERED DESIGN Alia Agisna; Rizki Hikmawan
Rabit : Jurnal Teknologi dan Sistem Informasi Univrab Vol 11 No 2 (2026): Juli
Publisher : LPPM Universitas Abdurrab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36341/rabit.v11i2.7740

Abstract

Inventory management in education is often still carried out traditionally using physical forms, which results in various problems such as delays in data entry, duplicate data, and difficulties in tracking the status of borrowed items. This study aims to design a web-based inventory borrowing system that can improve efficiency and transparency in asset management. The system was created using a user-centered design (UCD) approach to ensure that user needs are the basis for designing the system. A system evaluation was conducted on 12 participants consisting of 10 students and 2 inventory management staff using the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and semi-structured interviews to evaluate user experience. In addition, interviews were also conducted to gain deeper insight into users' views on the developed system. The test results showed that the system received a SUS score of 85.25, which is included in the "Very Good" category and exceeds the global usability average of 68. The UEQ analysis showed that all dimensions of user experience provided positive results, with scores above 0.8. These findings indicate that the developed system offers a good level of usability and a satisfactory user experience. This system facilitates a more organized inventory borrowing process.
Playful Study Design untuk Meningkatkan Keterlibatan Belajar dan Berpikir Kritis Siswa SMA Yunida Octavia Azzahra; Rizki Hikmawan
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5573

Abstract

Student engagement and critical thinking are essential competencies in 21st-century education, yet many high school learning activities remain teacher-centered and provide limited opportunities for active participation. Playful Study Design (PSD), which integrates enjoyable and competitive learning experiences, has the potential to enhance students' involvement and higher-order thinking. This study aimed to examine changes in Student engagement and critical thinking skills following the implementation of PSD in Informatics learning among eleventh-grade high school students. A quantitative approach employing a one-group pretest-posttest   design was used with 34 students of class XI CI at SMAN 1 Purwadadi. The intervention integrated designing fun and designing competition into collaborative problem-solving, discussions, presentations, and reflective learning activities. Data were collected using a student engagement questionnaire and an essay-based critical thinking test. Data were analyzed through validity, reliability, normality, and Paired Sample t-tests. The findings revealed statistically significant improvements in both Student engagement and critical thinking skills after the implementation of PSD (p < 0.001). Students demonstrated higher participation, stronger collaboration, and improved analytical performance in the posttest  compared with the pretest. These findings indicate that PSD was associated with positive changes in Student engagement and critical thinking skills. However, because the study employed a one-group pretest-posttest   design without a control group, the results should be interpreted cautiously and cannot be considered conclusive evidence of causal effectiveness. This study highlights the potential of PSD as a student-centered learning approach that supports the development of competencies required for 21st-century education.
Analysis of elementary school teachers' perspectives in the Bekasi area on the use of artificial intelligence in Learning Fairuz Zulia Muntaha; Rizki Hikmawan
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.15

Abstract

This study shows how elementary school teachers in Bekasi see the use of Artificial Intelligence (AI) in their teaching. It focuses on three key areas: knowing about digital rights, who owns the things created with AI, and which AI models teachers prefer. The research used a quantitative method, asking 394 teachers chosen through purposeful sampling. Data was gathered using well-tested questionnaires and analyzed with SPSS, using methods like descriptive stats, Pearson correlation, and multiple linear regression. The findings show that all three factors have a positive and strong impact on how teachers view AI in education (with a significance level less than 0.05), with digital rights knowledge being the most important. The findings indicate that teachers' readiness to adopt AI is influenced not only by technical skills but also by an understanding of digital ethics and law. In conclusion, teacher capacity development needs to combine technical and ethical training, along with policy and infrastructure support, to encourage the responsible and sustainable use of AI.
Co-Authors Ahmad Fauzi Aisyah Cinta Putri Wibawa Aldi Yasin Aldi Yasin Alia Agisna Andi Salwa Diva Andrian, Rian Andrian, Rian Andrian Anjani, Diyan Annisa Fitri Khaerani Arrumaisha, Nissa Asep Kamaluddin Nashir Ayi Suherman Ayu Permata Sari Azhar Nurulhaifa Debi Carolin Wulandari Dedi Rohendi Destya Chumairoh Dian Permata Sari Dian Permata Sari Dimas Setiawan Dinda Alya Maghfira Eki Nugraha Enjang Ali Nurdin Fairuz Zulia Muntaha Faizal, Mochammad Yusuf Fauzi Ahmad Muda Fauzia Khairina Febryanti Hidayat Fina Rifana Gilang Maulana Gunawan Hanan, Muhammad Raihan Ijlal Hartini Hashina Qiamu Mumtaziah Haury, Ahmad Musyadad Hidayat, Endang Hisny Fajrussalam Hudzaifi Syah Tsalits Taufiqi Ibnu Mubarak Jaka Septiadi Jihan Nurhaliza Kanda Ruskandi Laila Fajriyanti Liptia Venica Lutfiah Anisa Sholaihah Muhamad Akda Fathul Barri Muhamad Irwan Ramadhan Muhamad Irwan Ramadhan Muhammad Ariestama Putra Muhammad Irwan Ramadhan Muhammad Isfa' Lana Muhammad Rafly Juliawan Fernandes Muhammad Raihan Ijlal Hanan Mumu Komaro Nabiilah Lintang Dadari Nadya Meirizka Putri Nissa Arrumaisha Novianti, Putri Ade Nur Endah Nurfadilah, Afifah Nuriyah Musyafa, Wigi Nurmasari Situmeang Nuur Wachid Abdul Majid Nuur Wahid Abdul Majid Praciska, Mia Tri Rahmawati Salsabila Rai, I Nyoman Aji Suadhana Raisyal Dimas Prayoga Ramadhan, Muhamad Irwan Rani Yuniar Reisa Aulia Sodikin Rhezwan Dhaifullah Romdhoni Rian Andrian Rian Andrian Rian Andrian Andrian Rini W Rizal, Muhamad Fahmi Rizki Pribadi Rochman Bambang Eko Saputro Sadam Fauzi Sari , Dian Permata Sayyidah Nurul Hayati Septiadi, Jaka Setyawan, Kornelius Rhesa Valdis Siswahyudianto Sodikin, Reisa Aulia Suprih Widodo, Suprih Taufik Ridwan Taufik Ridwan, Taufik Uswatun Ramadan Wibawa, Aisyah Cinta Putri Yasin, Aldi Yasmine, Yuliana Sventy Yunida Octavia Azzahra Zulfa Rahmani