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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 Journal of Informatics 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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Exploratory Analysis of the Design of Multimodal Digital Storytelling Rubrics for Strengthening Communication in the 21st Century Rahmatya, Aura Salsabillah; 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.664-680

Abstract

Communication skills are in essential competencies 21st-century education, requiring individuals to convey ideas effectively across multiple modes. Although digital storytelling (DS) has been widely recognized as an approach to developing multimodal communication, evaluation instruments that systematically capture its narrative and multimodal complexity remain limited. This study aims to develop dimensional indicators for a multimodal digital storytelling rubric grounded in real-world digital communication practices. A qualitative-exploratory approach was employed by analyzing 100 high-engagement creators across YouTube, TikTok, and Instagram Reels. Data were analyzed using NVivo software via open coding, axial coding, and selective coding procedures. The findings reveal four key dimensions of effective digital storytelling: narrative hook, narrative structure, multimodal integration, and closing message. These dimensions highlight that successful digital communication relies on structured narratives, strategic audience engagement, and the integration of multiple semiotic modes. Based on these findings, a rubric consisting of eight indicators and four performance levels was developed to support assessment in educational contexts. This study contributes a practice-informed and empirically grounded assessment tool that bridges real-world digital practices with classroom evaluation, offering both theoretical insights into multimodal literacy and practical implications for teacher education.
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.
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.
Development of Interactive E-Modules Based on Blender 3D Visualization: Analysis of Extraneous Cognitive Load and Its Effectiveness on Learning Outcome Mujahidin Abdillah Ashiddiqi; 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.v9i2.3519

Abstract

The growing demand for technology-based learning media has encouraged the development of interactive e-modules with three-dimensional visualization. However, poorly designed 3D media may increase extraneous cognitive load (ECL) and hinder students’ understanding. This study offers novelty by developing a 3D Blender-based interactive e-module designed with cognitive load management principles, particularly to minimize ECL while improving learning outcomes. The study aimed to develop the e-module and evaluate its impact on students’ cognitive load and achievement. This research used the Research and Development (R&D) method with the ADDIE model. The implementation involved 48 students at the University of Education Indonesia selected through purposive sampling using a one-group pretest-posttest design. Cognitive load was measured using a nine-item psychological scale questionnaire covering ICL, ECL, and GCL, while learning outcomes were assessed using a 15-item multiple-choice test. Data were analyzed descriptively and inferentially using the Shapiro-Wilk normality test and the Wilcoxon Signed Rank Test. The results showed that students’ ECL was low (x̄ = 2.09), indicating that the e-module did not overload working memory. Learning outcomes increased significantly from 34.67% to 84.67% (p = 0.000002). These findings indicate that the proposed e-module effectively supports conceptual understanding while reducing unnecessary cognitive load.
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
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 Akda Fathul Barri Muhamad Irwan Ramadhan Muhamad Irwan Ramadhan Muhammad Irwan Ramadhan Muhammad Rafly Juliawan Fernandes Muhammad Raihan Ijlal Hanan Mujahidin Abdillah Ashiddiqi 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 Rahmawati Salsabila Rai, I Nyoman Aji Suadhana Ramadhan, Muhamad Irwan Reisa Aulia Sodikin Rhezwan Dhaifullah Romdhoni 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