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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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Development of Android-Based Informatics Learning Media to Improve Computational Thinking in High School Students Jihan Nurhaliza; Rizki Hikmawan; Nissa Arrumaisha
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.v13i1.18253

Abstract

This study aims to develop an Android-based informatics learning medium, named THINQING, to enhance senior high school students’ computational thinking (CT) skills through Bebras informatics problems. The research employed a Research and Development (R&D) method using the Game Development Life Cycle (GDLC) framework, which consists of the stages of initiation, pre-production, production, testing, beta, and release. The participants of this study were 30 tenth-grade students from a senior high school in Garut Regency. Data were collected using the Computational Thinking Scale (CTS), which measures five dimensions of CT: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving skills. Data were analyzed using a one-sample t-test by comparing students’ CTS scores with a neutral benchmark value. The results reveal a statistically significant improvement in students’ computational thinking skills, as indicated by a significance value of p < 0.05. These findings suggest that the THINQING learning medium—particularly its error-based explanatory feedback mechanism—is effective in supporting the development of computational thinking and can serve as an alternative interactive learning tool for fostering 21st-century skills in secondary education.
UI/UX Design and Evaluation: Web Platform to Support Self-Regulated Learning with a User-Centered Design Approach Azhar Nurulhaifa; 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.v13i1.18304

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 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
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