Pembelajaran Adaptif Berbasis Teknologi: Upaya Meningkatkan Keterlibatan dan Hasil Belajar Siswa

Abstract

This study aims to examine the effectiveness of technology-based adaptive learning in enhancing students’ engagement and learning outcomes. A quantitative approach was employed using a quasi-experimental design with a non-equivalent control group. The participants consisted of 60 fifth-grade elementary students divided into an experimental group and a control group. The experimental group was exposed to adaptive learning through a Learning Management System (LMS) equipped with personalization features, while the control group received conventional instruction. Data were collected through achievement tests, student engagement questionnaires, and classroom observations, and were analyzed using independent and paired sample t-tests, N-Gain, and effect size. The findings reveal that technology-based adaptive learning significantly improves students’ learning outcomes compared to conventional methods (p < 0.05), with a large effect size (Cohen’s d = 1.12). In addition, student engagement in the experimental group was consistently higher across cognitive, emotional, and behavioral dimensions. These results indicate that personalized learning supported by technology creates a more effective and meaningful learning experience. In conclusion, technology-based adaptive learning represents a promising and innovative approach to improving educational quality in the digital era. The study highlights the importance of integrating adaptive technologies into instructional practices and educational policies to foster student-centered learning environments.