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Fig. 1. The user interface of a web-based adaptive e-learning application model is chosen because this model is specially designed for the engineering context [17], [18] and very often used in research related to technology-enhanced learning [19]. This model describes the learning style in more detail, distinguishing the learner preferences into four dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential-global) [20]. Theoretically, these four dimensions possibly generate 16 (or 2*) different learning styles. In order to collect the learning style information with regard to this model, the Index of Learning Styles (ILS) questionnaire, which consists of 44 multiple-choice items [21], is implemented in this e-learning system. The sec- ond aspect of adaptation is information concerning the student’s initial knowledge. The pre-knowledge of each student is gathered through a pre-test. This pre-test is constructed in a multiple-choice form that corresponds to a specific subject.

Figure 1 The user interface of a web-based adaptive e-learning application model is chosen because this model is specially designed for the engineering context [17], [18] and very often used in research related to technology-enhanced learning [19]. This model describes the learning style in more detail, distinguishing the learner preferences into four dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential-global) [20]. Theoretically, these four dimensions possibly generate 16 (or 2*) different learning styles. In order to collect the learning style information with regard to this model, the Index of Learning Styles (ILS) questionnaire, which consists of 44 multiple-choice items [21], is implemented in this e-learning system. The sec- ond aspect of adaptation is information concerning the student’s initial knowledge. The pre-knowledge of each student is gathered through a pre-test. This pre-test is constructed in a multiple-choice form that corresponds to a specific subject.

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Table 1. The outline of the learning content aspect questionnaire Concerning the evaluation in terms of the media aspect, some related literature au- thored by Direktorat Pembinaan SMA Kemdiknas [25], Ivers & Barron [26], Mishra & Sharma [27], and Vaughan [28] has been analyzed. As a result, there are two as- pects considered in the questionnaire. The first aspect is related to the visual interface and the second aspect concerns software utilization. The visual interface aspect con- sists of five indicators with 16 items, while three indicators represent the software utilization aspect with four questions. The positive wording format is also used to develop all of the questions. The most widely used 4-point Likert scale ranging from
Table 1. The outline of the learning content aspect questionnaire Concerning the evaluation in terms of the media aspect, some related literature au- thored by Direktorat Pembinaan SMA Kemdiknas [25], Ivers & Barron [26], Mishra & Sharma [27], and Vaughan [28] has been analyzed. As a result, there are two as- pects considered in the questionnaire. The first aspect is related to the visual interface and the second aspect concerns software utilization. The visual interface aspect con- sists of five indicators with 16 items, while three indicators represent the software utilization aspect with four questions. The positive wording format is also used to develop all of the questions. The most widely used 4-point Likert scale ranging from
Table 2. The outline of the media aspect questionnaire 2 The validity of the instruments
Table 2. The outline of the media aspect questionnaire 2 The validity of the instruments
Table 3. The results of the learning content aspect evaluation Table 4 exhibits the results of the evaluation based on media-based experts. The evaluation results are divided into two aspects, namely, visual interface and software utilization. For the assessment element of the visual interface, it scores 3.31 (Likert scale) or 77.08 (0-100 score). Meanwhile, for the software utilization part, it records 3.50 (Likert scale) or 83.33 (0-100 score). The total average for the media-concerned evaluation is 3.35 (Likert scale) or 78.33 (0-100 score).
Table 3. The results of the learning content aspect evaluation Table 4 exhibits the results of the evaluation based on media-based experts. The evaluation results are divided into two aspects, namely, visual interface and software utilization. For the assessment element of the visual interface, it scores 3.31 (Likert scale) or 77.08 (0-100 score). Meanwhile, for the software utilization part, it records 3.50 (Likert scale) or 83.33 (0-100 score). The total average for the media-concerned evaluation is 3.35 (Likert scale) or 78.33 (0-100 score).
Table 4. The results of the media aspect evaluation
Table 4. The results of the media aspect evaluation
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