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All Journal Edutech Syntax Jurnal Informatika VANOS Journal of Mechanical Engineering Education JOIN (Jurnal Online Informatika) Sistemasi: Jurnal Sistem Informasi Jurnal Pengabdian Pada Masyarakat InComTech: Jurnal Telekomunikasi dan Komputer 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
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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UI/UX Design and Evaluation: Web Platform to Support Self-Regulated Learning with a User-Centered Design Approach Nurulhaifa, Azhar; Hikmawan, Rizki
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18304

Abstract

This study aims to develop and evaluate a UI/UX design that supports the three phases of Self-Regulated Learning (SRL)—forethought, performance, and self-reflection—and to assess user satisfaction, usability, and feature suitability. The research employed a User-Centered Design (UCD) approach, involving two rounds of usability testing with ten participants. Data were collected using the Cognitive Walkthrough (CW), System Usability Scale (SUS), User Experience Questionnaire–Short (UEQ-Short), and semi-structured interviews to gather user feedback and suggestions for improvement. The collected data were analyzed using descriptive quantitative techniques. The results demonstrate consistent improvements across testing phases, with the SUS score increasing from 77.5 to 88, indicating an “excellent” level of usability. In addition, the final UEQ-Short overall score reached 2.575, which falls within the “excellent” acceptance category. This study addresses the limited availability of direct feedback during the self-reflection phase of SRL by integrating an AI-based chatbot as an adaptive reflection partner. The chatbot provides real-time metacognitive feedback, thereby enhancing learners’ reflective processes and supporting more effective self-regulated learning.
Designing an Integrated English Learning Mobile Application Using a User-Centered Approach Dadari, Nabiilah Lintang; Hikmawan, Rizki
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18471

Abstract

This study aims to address the fragmentation of learner experiences by developing an integrated mobile application that consolidates core English language skills—such as grammar, speaking, and vocabulary—into a single, holistic learning ecosystem using a User-Centered Design (UCD) approach. Data were collected from ten participants across three rounds of testing, comprising interviews and two iterative usability evaluation cycles employing the Cognitive Walkthrough (CW) method, the System Usability Scale (SUS), and the User Experience Questionnaire (UEQ). Quantitative data from the SUS and UEQ were analyzed descriptively to examine usability improvements across iterations, while qualitative data from interviews and observational notes were thematically coded to identify usability issues and user preferences. The results indicate consistent improvements across the two evaluation rounds. Specifically, CW success rates increased from 89.23% to 96.92%, SUS scores improved from 71.8 to 78.6—placing the application within the “good” usability category—and all UEQ dimensions showed enhancement, with an average score of 1.92, classified as “high positive.” These findings demonstrate that the iterative application of the UCD approach effectively enhances usability and user satisfaction. Overall, the final integrated design successfully establishes a synergistic and holistic mobile learning ecosystem for English language learning.
Unity‑Based History Hunt: Development and Quasi‑Experimental Effects on Elementary Students’ Knowledge and Interest Yuniar, Rani; Hikmawan, Rizki
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 Dimas Prayoga, Raisyal; Hikmawan, Rizki; Ariestama Putra, Muhammad
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.
Development and Effectiveness of an Interactive Prompt Engineering E-Module to Enhance Vocational Students’ Learning Outcomes Sukma, Aditya Arya; Hikmawan, Rizki
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.772-790

Abstract

This study aimed to develop and evaluate an interactive e-module on Prompt Engineering to support the use of generative AI in learning for vocational students. The research employed a 4-D (Define, Design, Develop, Disseminate) Research and Development model and a one-group pretest–posttest design, the study involved 113 students in self-directed learning. Data were analyzed using the Wilcoxon Signed-Rank test. Results indicated a significant difference between pretest and posttest scores (pretest: M = 67.52, SD = 6.09; posttest: M = 81.06, SD = 5.41; ΔM = 13.54) (p < 0.001) with a large effect size (r = 0.85), indicating that the e-module effectively enhanced conceptual understanding, prompt-writing skills, and AI ethics. The effectiveness was supported by multimedia integration, project-based activities, and the Prompt RACE approach fostering reflective and contextual learning. The study contributes to strengthening AI literacy in vocational education and provides an adaptive e-module model applicable across vocational disciplines.
Designing an Interactive Learning Game BUDIAN Based on Culture and Arts with a Design Thinking Approach Lana, Muhammad Isfa'; Septiadi, Jaka; Hikmawan, Rizki; Yuniar, Rani; Dadari, Nabiilah Lintang
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.530-549

Abstract

The purpose of this research is to develop an interactive learning application design, BUDIAN, to expand access to arts and culture learning and address the limitations of arts facilities in schools. The research used the Research and Development (R&D) method with a Design Thinking approach through the stages of empathize, define, ideate, prototype, and test. The development results showed that the initial trial on 13 respondents resulted in an average feature access time of 234.1 seconds and several inputs related to navigation, which were then improved in the revision stage. Further testing using the System Usability Scale (SUS) on 25 respondents showed an average score of 84.3 (Excellent category), indicating the application has a high level of usability. This research has an impact on the availability of interactive, contextual, and user-centered cultural learning application designs, and fills the gap in previous research by comprehensively documenting the integration of Design Thinking in R&D. The BUDIAN application has the potential to increase cultural literacy and support the preservation of Indonesian culture through innovative digital media.
Validity and Reliability of Computational Thinking Scales for Undergraduate Students: Indonesian Adaptation Rizki Hikmawan; Mumu Komaro; Ayi Suherman; Ayu Permata Sari
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2910

Abstract

Computational Thinking (CT) is the foundational discipline of informatics. Meanwhile, the Computational Thinking Scale (CTS) is a widely recognized instrument for measuring CT. However, despite its widespread recognition, only a limited number of studies have examined the reliability and construct validity of CTS among Indonesian students. Furthermore, linguistic equivalence across all CTS items is essential to avoid misinterpretation. Therefore, this study aims to adapt the CTS instrument into Bahasa Indonesia and conduct both reliability and validity testing. A total of 551 undergraduate students participated in this research. The statistical methods employed include Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The results revealed that 9 out of 29 CTS items failed to meet the required criteria. The final model showed strong fit indices (CFI = 0.95, TLI = 0.96, RMSEA = 0.047, SRMR = 0.049), along with acceptable validity and reliability across all dimensions. These findings affirm that the Indonesian version of CTS is a robust and valid tool for assessing students' CT Skills.
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.
A Rubric-Integrated Assessment System Using a Large Language Model for Automated Essay Evaluation in Secondary Vocational Schools Saputro, Rochman Bambang Eko; Hikmawan, Rizki
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.11-23

Abstract

This study aims to develop and evaluate an artificial intelligence-based essay assessment system integrated with the National Work Competency Standard (SKKNI) in vocational Informatics education. The system was designed using the ADDIE model, featuring two core functions: (1) automated rubric generation based on indicators, criteria, and weights provided by teachers, and (2) automated essay scoring by a multimodal large language model capable of processing both image and text inputs. Evaluation was conducted on ten student essays assessed in parallel by three experienced teachers and the AI system. Reliability analysis using the Intraclass Correlation Coefficient (ICC) revealed a score of 0.975, classified as “excellent,” indicating strong agreement between AI-generated scores and human ratings. Qualitative findings from teacher interviews confirmed that the system not only reduces administrative burden but also reinforces the teacher’s role as a pedagogical curator, ensuring assessment remains aligned with learning objectives. The key conclusion is that integrating artificial intelligence within a pedagogically centered process (rather than replacing educators) yields a reliable, valid, and sustainable approach to automated essay scoring in vocational education.
The Effectiveness of E-Modules Based on Cognitive Load Theory on Learning Outcomes and Cognitive Load of Vocational High School Students Sari, Fania Komala; Hikmawan, Rizki; Setiawan, Andriansyah
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.587-600

Abstract

The goal of this project is to create an e-module with cognitive load management in mind and assess how it affects vocational high school students' learning results. The study uses a pre-experimental experimental design of the one-shot case study type and a descriptive quantitative methodology. A cognitive load questionnaire was used to quantify intrinsic, extraneous, and relevant cognitive load, and a post-test was used to determine learning outcomes. A one-sample binomial test and the Shapiro Wilk normality test were used for data analysis. A binomial test with a significance threshold of 0.035 (<0.05) was employed since the results demonstrated that the data were not normally distributed, suggesting that the e-module design had an impact on student learning outcomes. According to descriptive analysis, the average student learning outcome of 83.33 is classified as "good." Furthermore, extraneous cognitive load fell into the "very low" category (mean = 1.70), intrinsic cognitive load into the "low" category (mean = 2.48), and germane cognitive burden into the "very high" category (mean = 3.44). In conclusion, the findings indicate that the e-module is associated with structured learning and favorable cognitive load conditions among students, but the results remain descriptive and cannot be interpreted as causal evidence.
Co-Authors Ahmad Fauzi Aisyah Cinta Putri Wibawa Aldi Yasin Aldi Yasin Andi Salwa Diva Andrian, Rian Andrian, Rian Andrian Anjani, Diyan Annisa Fitri Khaerani Ariestama Putra, Muhammad Arrumaisha , Nissa Arrumaisha, Nissa Asep Kamaluddin Nashir Ayi Suherman Ayu Permata Sari Dadari, Nabiilah Lintang Debi Carolin Wulandari Dedi Rohendi Destya Chumairoh Dian Permata Sari Dian Permata Sari Dimas Prayoga, Raisyal Dimas Setiawan Eki Nugraha Enjang Ali Nurdin Faizal, Mochammad Yusuf Fauzi Ahmad Muda Fauzia Khairina Gilang Maulana Gunawan Hanan, Muhammad Raihan Ijlal Hartini Hashina Qiamu Mumtaziah Haury, Ahmad Musyadad Hidayat, Endang Hisny Fajrussalam Hudzaifi Syah Tsalits Taufiqi Ibnu Mubarak Kanda Ruskandi Laila Fajriyanti Lana, Muhammad Isfa' Liptia Venica Lutfiah Anisa Sholaihah Muhamad Irwan Ramadhan Muhamad Irwan Ramadhan Muhammad Irwan Ramadhan Muhammad Raihan Ijlal Hanan Mumu Komaro Novianti, Putri Ade Nur Endah Nurfadilah, Afifah Nurhaliza, Jihan Nuriyah Musyafa, Wigi Nurmasari Situmeang Nurulhaifa, Azhar Nuur Wachid Abdul Majid Nuur Wahid Abdul Majid Praciska, Mia Tri Rahmatya, Aura Salsabillah Rai, I Nyoman Aji Suadhana Ramadhan, Muhamad Irwan Reisa Aulia Sodikin Rian Andrian Rian Andrian Rian Andrian Andrian Rini W Rizal, Muhamad Fahmi Rizki Pribadi Sadam Fauzi Saputro, Rochman Bambang Eko Sari , Dian Permata Sari, Fania Komala Septiadi, Jaka Setiawan, Andriansyah Setyawan, Kornelius Rhesa Valdis Siswahyudianto Sodikin, Reisa Aulia Sukma, Aditya Arya Suprih Widodo, Suprih Taufik Ridwan Taufik Ridwan, Taufik Uswatun Ramadan Wibawa, Aisyah Cinta Putri Yasin, Aldi Yasmine, Yuliana Sventy Yuniar, Rani Zulfa Rahmani