The effect of Moodle-based adaptive e-learning on self-regulated learning and cognitive learning outcomes
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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.
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