The Effect of Moodle-Based Adaptive E-Learning on Self-Regulated Learning and Cognitive Learning Outcome
This study aims to develop a Moodle-based adaptive e-learning system and examine its effectiveness in improving student’s 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 of SMA Negeri 1 Turi, divided into experimental and control groups. The research instruments included a self-regulated learning questionnaire adapted from the SRLO, 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 an average score 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 very feasible. Empirically, the MANOVA results showed a significant difference between the experimental and control groups (Pilla’s Trace = 0,272; F(2,67) = 12,502; p < 0,001). These findings were supported by univariate tests, which revealed significant effects on self-regulated learning (F(1,68) = 16,380; p < 0,001; η² = 0,194, large effect size) and cognitive learning outcomes ( F(1,68) = 4,791; p = 0,032; η² = 0,066, moderate effect size). This study recommends the implementation of Moodle based adaptive e-learning to support differentiated instruction and enhance students independent learning.
Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309
Alessi, S., & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.). Allyn & Bacon
Akbar, S. (2013). Instrumen Perangkat Pembelajaran. PT Remaja Rosda Karya.
Arifin, F., & Marini, A. (2022). Pemanfaatan E-learning dan Pengaruhnya Terhadap Self Regulated Learning Matematis Siswa Sekolah Dasar. JMIE (Journal of Madrasah Ibtidaiyah Education), 6(2), 198–205. https://doi.org/10.32934/jmie.v6i2.457
Awang, L. A., Yusop, F. D., & Danaee, M. (2024). Insights on usability testing: The effectiveness of an adaptive e-learning system for secondary school mathematics. International Electronic Journal of Mathematics Education, 19(3). https://doi.org/10.29333/iejme/14621
Bashir, S., & Lapshun, A. L. (2025). E-learning future trends in higher education in the 2020s and beyond. In Cogent Education (Vol. 12, Number 1). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2024.2445331
Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering self-regulated learning in online environments: Positive effects of a web-based training with peer feedback on learning behavior. Frontiers in Psychology, 13, Article 813381. https://doi.org/10.3389/fpsyg.2022.813381
Broadbent, J., Panadero, E., Lodge, J. M., & Fuller-Tyszkiewicz, M. (2023). The self-regulation for learning online (SRL-O) questionnaire. Metacognition and Learning, 18(1), 135–163. https://doi.org/10.1007/s11409-022-09319-6
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. In Heliyon (Vol. 10, Number 21). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2024.e39630
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4
Fajri, I., Yusuf, R., Zailani, M., & Yusoff, M. (2021). Model Pembelajaran Project Citizen Sebagai Inovasi Pembelajaran Dalam Meningkatkan Keterampilan Abad 21. Jurnal Hurriah: Jurnal Evaluasi Pendidikan Dan Penelitian, 2(3), 105–118.
Fitriasari, P., & Sari, N. (2018). Kemandirian Belajar Mahasiswa Melalui Blended Learning Pada Mata Kuliah Metode Numerik. Jurnal Elemen, 4(1), 1–8.
Harati, H., Sujo-Montes, L., Tu, C.-H., Armfield, S. J. W., & Yen, C.-J. (2021). Assessment and learning in knowledge spaces (ALEKS) adaptive system impact on students’ perception and self-regulated learning skills. Education Sciences, 11(11), 711. https://doi.org/10.3390/educsci11110711
Huang, J., Cai, Y., Lv, Z., Huang, Y., & Zheng, X. (2024). Toward self-regulated learning: Effects of different types of data-driven feedback on pupils’ mathematics word problem-solving performance. Frontiers in Psychology, 15, Article 1356852. https://doi.org/10.3389/fpsyg.2024.1356852
Joyce Chukwuemeka-Nworu, I., Chinyere Chigbu, B., Ezinwanne Chukwuji, C., & Ocho Ogbonnaya, N. (2024). Management of Hybrid Learning in Resource-Scarce Communities in Nigerian Schools. East African Journal Of Education And Social Sciences, 4(6), 108–119. https://doi.org/10.46606/eajess2023v04i06.0338
Jusuf, H., & Andiani. (2025). Analysis of an adaptive e-learning system with the adjustment of the Felder–Silverman model in Moodle. Journal of Systems Engineering and Information Technology (JOSEIT), 4(1), 30–41. https://doi.org/10.29207/joseit.v4i1.6435
Lin, C.-H., Kuo, B.-C., & Chang, F. T. Y. (2025). The impact of Taiwan Adaptive Learning Platform (TALP) on self-regulated learning and mathematics achievement. Educational Psychology. Advance online publication. https://doi.org/10.1080/01443410.2025.2561028
Martin, F., Chen, Y., Moore, R. L., & Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68(4), 1903–1929. https://doi.org/10.1007/s11423-020-09793-2
Mejeh, M., Sarbach, L., & Hascher, T. (2024). Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning. Education and Information Technologies, 29(14), 1–43. https://doi.org/10.1007/s10639-024-12510-8
Morze, N. V., Varchenko-Trotsenko, L. O., & Terletska, T. S. (2025). Comprehensive framework for adaptive learning implementation in Moodle LMS: Technical, pedagogical, and administrative perspectives. CEUR Workshop Proceedings
Nakhostin-Khayyat, M., Borjali, M., Zeinali, M., Fardi, D., & Montazeri, A. (2024). The relationship between self-regulation, cognitive flexibility, and resilience among students: A structural equation modeling. BMC Psychology, 12, 337. https://doi.org/10.1186/s40359-024-01843-1
Naseer, F., Khan, M. N., Tahir, M., Addas, A., & Aejaz, S. M. H. (2024). Integrating deep learning techniques for personalized learning pathways in higher education. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e32628
Nguyen, H. H., & Nguyen, V. A. (2023). Personalized Learning in the Online Learning from 2011 to 2021: A Bibliometric Analysis. International Journal of Information and Education Technology, 13(8), 1261–1272. https://doi.org/10.18178/ijiet.2023.13.8.1928
Núñez, J. C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of an experience in higher education. Psicothema, 23(2), 274–281.
Olusegun, J., & Brightwood, S. (2024). Ai-Driven Adaptive Learning Systems: Enhancing Student Engagemen. https://www.researchgate.net/publication/384767755
Ristić, I., Runić-Ristić, M., Savić Tot, T., Tot, V., & Bajac, M. (2023). The Effects and Effectiveness of An Adaptive E-learning System on The Learning Process and Performance of Students. International Journal of Cognitive Research in Science, Engineering and Education, 11(1), 77–92. https://doi.org/10.23947/2334-8496-2023-11-1-77-92
Sharma, K., Nguyen, A., & Hong, Y. (2024). Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies. In British Journal of Educational Technology (Vol. 55, Number 4, pp. 1398–1436). John Wiley and Sons Inc. https://doi.org/10.1111/bjet.13459
Satriani, E., Zaim, M., Ermanto, Walpita, C. K., & Etfita, F. (2024). A Design of Learning Activities That Created Students Self-Regulated Learning through LMS Moodle. International Journal of Language Pedagogy, 4(2), 127–137. https://doi.org/10.24036/ijolp.v4i2.79
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. In Smart Learning Environments (Vol. 7, Number 1). Springer. https://doi.org/10.1186/s40561-020-00140-9
Vagale, V., Niedrite, L., & Ignatjeva, S. (2020). Implementation of personalized adaptive e-learning system. Baltic Journal of Modern Computing, 8(2), 293–310. https://doi.org/10.22364/BJMC.2020.8.2.06
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
Wahyuni, A. S., Warpala, I., & Agustini, K. (2020). Pengembangan Konten E-learning Berbasis Self Regulated Learning Untuk Meningkatkan Hasil Belajar Airline Reservation. Jurnal Teknologi Pembelajaran Indonesia, 10, 1–12. http://kemdikbud.go.id
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. In Theory into Practice (Vol. 41, Number 2, pp. 64–70). Ohio State University Press. https://doi.org/10.1207/s15430421tip4102_2
Copyright (c) 2026 MUAFID ARDIANSYAH, Herman Dwi Surjono
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions
 | Jurnal Inovasi Teknologi Pendidikan by http://journal.uny.ac.id/index.php/jitp is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. |
