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All Journal Edutech: Jurnal Teknologi Pendidikan 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 Didaktika: Jurnal Kependidikan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran 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) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Educational Sciences Jurnal Educative: Journal of Educational Studies Sinergi International Journal of Education Jurnal Pengabdian Sosial International Journal of Post-Axial: Futuristic Teaching and Learning 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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Designing an Integrated English Learning Mobile Application Using a User-Centered Approach Nabiilah Lintang Dadari; Rizki Hikmawan
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.
Transformation of Meme-Based Learning Assessment: Multimodal Assessment of Generation Z Student Artifacts Fina Rifana; Rizki Hikmawan
Journal of Informatics and Vocational Education Vol. 9 No. 3 (2026): November 2026
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.v9i3.3691

Abstract

Digital transformation has reshaped how Generation Z students communicate knowledge, prompting a re-examination of assessment practices in higher education. Assessment must evolve beyond traditional text-based tasks to accommodate multimodal literacies, yet empirical investigation of rubric-based dimensions in student-created multimodal artifacts remains underexplored. This study analyzes the quality of student meme artifacts as multimodal assessments and examines statistical relationships among assessment dimensions. A quantitative descriptive-correlational design was employed to analyze 155 student-generated meme artifacts. The analysis used a researcher-developed six-dimensional rubric to assess the data. Data were analyzed using descriptive statistics and Pearson correlation via IBM SPSS. Results indicate that overall meme quality falls predominantly in the Very High category across five of six dimensions, with Creativity and Originality as the sole dimension in the High category, with Ethics and Audience Appropriateness (M = 3.99) and Scientific Accuracy (M = 3.81) achieving the highest scores, while Creativity and Originality (M = 3.20) showed the greatest variation. Correlation analysis reveals significant positive relationships among most dimensions (p < 0.01). Multimodal Orchestration emerged as the central dimension, showing the strongest linkage with Creativity and Originality (r = 0.643) and Message Clarity (r = 0.420). These findings support the validity of meme-based assessment and highlight multimodal orchestration as a key factor in artifact quality.
Designing an Interactive Learning Game BUDIAN Based on Culture and Arts with a Design Thinking Approach Muhammad Isfa' Lana; Jaka Septiadi; Rizki Hikmawan; Rani Yuniar; Nabiilah Lintang Dadari
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.
The Effectiveness of Fast- vs. Slow-Tempo Music on Students’ Cognitive Performance: A Within-Subject Experimental Design Muhammad Rafly Juliawan Fernandes; Rizki Hikmawan; Rhezwan Dhaifullah Romdhoni
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.v9i2.3478

Abstract

This study examined the effects of music tempo on students’ cognitive performance under three conditions: fast-tempo, slow-tempo, and no music. Despite widespread use of music during studying, it remains empirically unclear whether and how music tempo differentially affects cognitive performance among junior high school students in Indonesia. A quantitative approach with a within-subject repeated measures experimental design was employed, involving 34 ninth-grade students from a junior high school in Indonesia. Each participant completed mathematical problem-solving tasks under three controlled conditions: fast-tempo instrumental music (120–190 BPM), slow-tempo instrumental music (60–80 BPM), and silence. Cognitive performance was measured using accuracy scores, and subjective cognitive load was assessed through the NASA-TLX. Data were analyzed using Repeated Measures ANOVA and validated with the Friedman test due to partial violations of normality assumptions. The results indicated that the fast-tempo condition produced the highest mean accuracy, followed by no music and slow-tempo music. However, the differences were not statistically significant, although a moderate effect size suggested practical relevance. Pairwise comparisons revealed a consistent trend favoring fast-tempo music over slow-tempo and no-music conditions. Notably, NASA-TLX scores indicated that the fast-tempo condition produced significantly lower perceived cognitive load (M = 50.07) compared to slow-tempo (M = 61.59), χ²(2) = 13.41, p = .001, suggesting that fast-tempo music reduced subjective mental effort even when accuracy gains were not statistically significant. These findings support the theoretical perspectives of Cognitive Load Theory and arousal-mood theory, indicating that optimal levels of auditory stimulation may enhance cognitive processing efficiency. The results highlight the practical relevance of fast-tempo music in academic settings and underscore the need for further research with larger samples and physiological measures.
Immersive TOEFL Preparation in the Metaverse: Usability and Navigability of a Roblox-Based Game Developed via GDLC Rahmawati Salsabila; Rizki Hikmawan; Rhezwan Dhaifullah Romdhoni
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.v9i2.3520

Abstract

Despite the growing adoption of game-based learning in language education, three-dimensional metaverse platforms for TOEFL preparation remain critically underexplored, leaving learners reliant on drill-based 2D media that lack immersion and sustained engagement. This study addresses that gap by developing a Roblox-based TOEFL learning game using the Game Development Life Cycle (GDLC) and evaluating user understanding of its game flow through graduated formative evaluation. An R&D design was employed, implementing six GDLC stages alongside Tessmer's formative evaluation: one-on-one (n=3), small group (n=5), and field testing (n=40). Data were gathered via observation, interview, and Likert-scale questionnaires, and analyzed descriptively. The game was realized as an area-based environment with three thematic zones and a multi-level navigation system. Evaluations showed progressive quality improvement: one-on-one (M=3.25), small group (M=4.00), and field testing (M=3.84, 96.3% positive response), indicating satisfactory usability and navigability. However, awareness of the Challenge Room and return-route comprehension remain areas requiring refinement. Theoretically, this study demonstrates that GDLC paired with formative evaluation provides a structured and iterative framework for validating metaverse-based educational games. Practically, the findings offer actionable design principles for educators and developers building immersive, game-based language learning environments within social 3D platforms
Analysis of Image–Text Relationships for Developing a Holistic Rubric in Digital Comic Creation Vira Rahmawati; Rizki Hikmawan
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.20371

Abstract

The development of digital media has shaped Generation Alpha’s reading characteristics to be more visual and multimodal, requiring more effective and adaptive digital comic design. This study aims to analyze the configuration of image–text relationships in digital comics and to develop a holistic assessment rubric. A qualitative descriptive-analytical approach was employed, involving the analysis of 100 popular digital comics and interviews with 30 Generation Alpha readers. Data were analyzed using thematic analysis and conceptual mapping to identify patterns of multimodal humor and reader preferences. The results indicate that comics with strong visual–verbal integration, coherent narrative flow, concise text, and social relevance have the highest preference levels, while one humor configuration received no preference (0%). This finding indicates that not all multimodal humor strategies equally resonate with Generation Alpha readers, highlighting the importance of aligning visual–verbal design with learners’ cognitive and cultural characteristics. In addition, four contextual image–text relational configurations were identified in constructing meaning and humor. The primary contribution of this study is the development of a five-aspect holistic rubric for evaluating educational multimodal digital comics. This rubric provides an initial conceptual framework for designing and assessing digital comics in educational contexts and may assist teachers, instructional designers, and digital media developers in creating more engaging and pedagogically relevant learning media. Further studies are required to examine its validity and reliability across broader educational settings.
Pengembangan E-modul Interaktif Berbasis Cognitive Load Theory untuk Meningkatkan Hasil Belajar dan Mengelola Beban Kognitif Afifah Nurfadilah; Rizki Hikmawan; 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.
Does TikTok Really Matter for Academic Achievement? Self-Regulation and Use Duration Among University Students Agizka Rizqta Gusanova; Rizki Hikmawan
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 4 December 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i4.2082

Abstract

The increasing use of TikTok among university students has raised questions about its relationship with academic achievement. Previous studies have reported mixed findings. This study examined the association between self-regulated learning (SRL)-based TikTok use regulation and semester grade point average (GPA) in the full sample and two daily-use duration groups. It extends previous research by examining how students plan, control, and evaluate TikTok use beyond duration or problematic use alone. Separate subgroup analyses explored the association within each duration group. A quantitative, cross-sectional survey involved 197 university students. Analyses included descriptive statistics, Cronbach’s alpha, Pearson correlation, simple linear regression, and robustness checks. The full-sample association was near zero and nonsignificant (r = −0.038, p = 0.600). Associations were also nonsignificant in the groups reporting more than two hours and two hours or less of daily use. Spearman correlations were nonsignificant, and HC3 and bootstrap analyses provided no evidence of significant linear coefficients, although diagnostic concerns limit interpretation. The measured regulation score alone provided little information about differences in semester GPA in this sample. Broader academic behaviors warrant further investigation to clarify the practical relevance of digital self-regulation. These findings do not establish that TikTok use is academically harmless or that associations are statistically equivalent across duration groups
Learning Cybersecurity Through Play: The Effectiveness of CyberMonopoly as a Serious Board Game for Junior High School Students Panca Desti Ratnaningrum; Rizki Hikmawan
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.21329

Abstract

This study aims to implement CyberMonopoly, a serious board game-based learning medium designed to align with the characteristics of junior high school students, and evaluate its effectiveness in improving their understanding of fundamental cybersecurity concepts. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants comprised 26 eighth-grade students from SMP Negeri 2 Purwakarta, Indonesia, who were selected through saturated sampling. Data were collected using a 20-item questionnaire administered before and after the learning intervention. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon signed-rank test, and N-gain analysis. The findings showed an increase in the mean score from 52.85 on the pretest to 89.31 on the posttest. The Wilcoxon signed-rank test revealed a statistically significant difference between the pretest and posttest scores (Z = −4.461, p < .001), with all 26 participants showing an improvement in their scores. Furthermore, the mean N-gain score was 0.78, indicating a high level of improvement. Students also demonstrated active participation and positive interactions throughout the learning activities. The novelty of this study lies in the development and empirical evaluation of a non-digital board game-based learning medium that presents cybersecurity concepts within contexts relevant to junior high school education. Overall, CyberMonopoly shows potential as an innovative supplementary learning medium for strengthening students’ understanding of fundamental cybersecurity concepts.
CHYPER: A Low-Cost, Card-Based Solution for Building Cybercrime Resistance Among Middle School Students Nurul Maulida; Rizki Hikmawan
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.21330

Abstract

This study aims to develop CHYPER, a low-tech educational card game, and examine changes in students’ conceptual understanding of cybersecurity. The study employed a one-group pretest–posttest pre-experimental design involving 21 junior high school students in Purwakarta, Indonesia. CHYPER consists of 62 cards designed based on the CIA Triad and the NIST Cybersecurity Framework. Data were collected using a 20-item Likert-scale questionnaire and analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon signed-rank test, and N-gain analysis. The mean score increased from 70.95 on the pretest to 77.62 on the posttest. The Wilcoxon signed-rank test revealed a statistically significant difference between the pretest and posttest scores (Z = −3.164, p = .002), whereas the mean N-gain score was 0.22 (22.16%), indicating a low level of improvement. These findings suggest that CHYPER has potential as a supplementary learning medium for introducing basic cybersecurity concepts to junior high school students, although the magnitude of improvement was limited.
Co-Authors Afifah Nurfadilah Agizka Rizqta Gusanova Ahmad Fauzi Aisyah Cinta Putri Wibawa Aldi Yasin Aldi Yasin Alia Agisna Aliatusholihah AH Aliatusholihah AH Aliatusholihah AH Aliatusholihah AH Andi Salwa Diva Andre Nugraha Andre Nugraha Andre Nugraha 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 Fikriansyah Haikal Ramadhan Fina Rifana Gilang Maulana Gunawan Hanan, Muhammad Raihan Ijlal Hartini Hartini Hashina Qiamu Mumtaziah Haury, Ahmad Musyadad Hidayat, Endang Hisny Fajrussalam Hudzaifi Syah Tsalits Taufiqi I Nyoman Aji Suadhana Rai Ibnu Mubarak 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 Nurmasari Situmeang Nurul Maulida Nuur Wachid Abdul Majid Nuur Wahid Abdul Majid Panca Desti Ratnaningrum Praciska, Mia Tri Rahmawati Salsabila 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 Hikmawan 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 Vara Aulia Saputri Vara Aulia Saputri Vira Rahmawati Wibawa, Aisyah Cinta Putri Yasin, Aldi Yasmine, Yuliana Sventy Yunida Octavia Azzahra Zulfa Rahmani