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INDONESIA
Jurnal Inovasi Teknologi Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 24070963     EISSN : 24607177     DOI : -
Core Subject : Education,
Education
Jurnal Inovasi Teknologi Pendidikan is a scientific journal which publishes and disseminates the results of researches, deep studies, innovative thinking or work in educational technology. The focus of the journal is innovative works on the development of educational multimedia and e-learning which are effective in giving positive contributions to schools and educational institutions.
Arjuna Subject : -
Articles 322 Documents
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The effect of Moodle-based adaptive e-learning on self-regulated learning and cognitive learning outcomes Muafid Ardiansyah; Herman Dwi Surjono
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.97153

Abstract

This study aims to develop a Moodle-based adaptive e-learning system and examine its effectiveness in improving students’ self-regulated learning and cognitive learning outcomes. This study employed a Research and Development method using the Alessi and Trollip model, which includes the stages of planning, design, and development. The research subjects were eleventh-grade students, divided into experimental and control groups. The research instruments included a self-regulated learning questionnaire adapted from the SRL-O, cognitive achievement tests, and expert validation. Data were analyzed using MANOVA and univariate tests. The results indicate that the developed adaptive e-learning system is highly feasible, with average scores of 4.78 from content experts and 4.82 from media experts. Meanwhile, user evaluations yielded scores of 4.34 and 4.27, both categorized as feasible. Empirically, the MANOVA results showed a significant difference between the experimental and control groups. These findings were supported by univariate tests, which revealed a large effect on self-regulated learning and a moderate effect on cognitive learning outcomes. This study recommends the implementation of Moodle-based adaptive e-learning to support differentiated instruction and enhance students’ independent learning.
The effect of an adaptive scaffolding-based learning website on students’ computational thinking skills Wahyu Agil Masduki; Achmad Imam Agung; Yeni Anistyasari; Ika Fitri Ulfindrayani; Yessy Yessy
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.99406

Abstract

Computational Thinking (CT) learning in Informatics may be challenging when students begin with different levels of competence, while uniform task difficulty and support do not adequately address these differences. An adaptive scaffolding-based learning website offers a possible solution by adjusting learning levels and providing progressive assistance according to students’ initial competence. This study examined the effect of the website on the CT skills of Grade X students. A quantitative quasi-experimental study with a nonequivalent control group pretest-posttest design involved 72 students, comprising 36 students in the experimental group and 36 in the control group. The experimental group used the adaptive scaffolding-based website, whereas the control group received conventional instruction through teacher explanations, classroom discussions, practice questions, and assignments without the adaptive website or tiered hints. Data were analyzed using N-Gain, normality and homogeneity tests, an independent-samples t-test, and Cohen’s d. The experimental group obtained a higher mean N-Gain than the control group (0.58 vs. 0.36), with a statistically significant difference (p < .001) and a large effect (Cohen’s d = 2.43). Decomposition showed the greatest improvement among the CT indicators (N-Gain = 0.699). The adaptive website significantly improved students’ CT skills through competency-based progressive scaffolding support. Future studies should involve broader samples, longer interventions, and additional learning outcomes.

Page 33 of 33 | Total Record : 322

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