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"Berbagai penelitian menyatakan bahwa pelajar mengalami kesulitan untuk mempelajari konsep dasar pemrograman dikarenakan motivasi yang rendah maupun persepsi yang kurang tepat terhadap pemrograman sebelum menekuni bidang teknologi informasi. Beberapa penelitian mencoba menjawab masalah tersebut dengan melibatkan video game ke dalam pembelajaran. Walaupun penelitian-penelitian tersebut menyimpulkan bahwa pembelajaran berbasis game memiliki kontribusi terhadap motivasi belajar dan pemahaman siswa, belum ada penelitian yang mengembangkan game yang secara khusus merupakan penerapan dari teori belajar seperti teknik scaf olding yang sudah diterapkan pada pembelajaran konvensional. Berangkat dari isu tersebut, di dalam penelitian ini dikembangkan Scaf code INC., sebuah game pembelajaran untuk memperkenalkan konsep dasar pemrograman kepada pelajar sekolah menengah yang dikembangkan dengan menerapkan teknik scaf olding di dalam elemen-elemennya. Scaf code INC. kemudian dievaluasi dengan metode playtesting dengan model evaluasi MEEGA+. Dari hasil evaluasi tersebut disimpulkan Scaf code INC. merupakan game yang cukup baik untuk memperkenalkan konsep pemrograman kepada pelajar, namun masih dapat dikembangkan lebih lanjut dari sisi tampilan antarmuka dan tingkat kesulitan tantangan untuk meningkatkan pengalaman belajar dan bermain serta pemahaman yang lebih mendalam.

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Various studies state that students have difficulties to learn the basic concepts of programming due to low motivation and inaccurate perceptions of programming before pursuing the field of information technology. Several studies have tried to answer this problem by involving video games in learning. Although these studies conclude that game-based learning has a contribution to students' learning motivation and understanding, there has been no research that has developed games that specifically are the application of learning theories such as scaffolding techniques that have been applied to conventional learning. Based on this issue, in this research, Scaf code INC. was developed, a learning game to introduce the basic concepts of programming to high school students which was developed by applying scaffolding techniques in its elements. Scaf code INC. then evaluated by the playtesting method with the MEEGA+ evaluation model. From the evaluation results, it was concluded that Scaf code INC. is a game that is good enough to introduce programming concepts to students, but can still be developed further in terms of the interface and the difficulty level of the challenge to improve the learning and playing experience as well as a deeper understanding."

"Berbagai penelitian menyatakan bahwa pelajar mengalami kesulitan untuk mempelajari konsep dasar pemrograman dikarenakan motivasi yang rendah maupun persepsi yang kurang tepat terhadap pemrograman sebelum menekuni bidang teknologi informasi. Beberapa penelitian mencoba menjawab masalah tersebut dengan melibatkan video game ke dalam pembelajaran. Walaupun penelitian-penelitian tersebut menyimpulkan bahwa pembelajaran berbasis game memiliki kontribusi terhadap motivasi belajar dan pemahaman siswa, belum ada penelitian yang mengembangkan game yang secara khusus merupakan penerapan dari teori belajar seperti teknik scaffolding yang sudah diterapkan pada pembelajaran konvensional. Berangkat dari isu tersebut, di dalam penelitian ini dikembangkan Scaffcode INC., sebuah game pembelajaran untuk memperkenalkan konsep dasar pemrograman kepada pelajar sekolah menengah yang dikembangkan dengan menerapkan teknik scaffolding di dalam elemen-elemennya. Scaffcode INC. kemudian dievaluasi dengan metode playtesting dengan model evaluasi MEEGA+. Dari hasil evaluasi tersebut disimpulkan Scaffcode INC. merupakan game yang cukup baik untuk memperkenalkan konsep pemrograman kepada pelajar, namun masih dapat dikembangkan lebih lanjut dari sisi tampilan antarmuka dan tingkat kesulitan tantangan untuk meningkatkan pengalaman belajar dan bermain serta pemahaman yang lebih mendalam.

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Various studies state that students have difficulties to learn the basic concepts of programming due to low motivation and inaccurate perceptions of programming before pursuing the field of information technology. Several studies have tried to answer this problem by involving video games in learning. Although these studies conclude that game-based learning has a contribution to students' learning motivation and understanding, there has been no research that has developed games that specifically are the application of learning theories such as scaffolding techniques that have been applied to conventional learning. Based on this issue, in this research, Scaffcode INC. was developed, a learning game to introduce the basic concepts of programming to high school students which was developed by applying scaffolding techniques in its elements. Scaffcode INC. then evaluated by the playtesting method with the MEEGA+ evaluation model. From the evaluation results, it was concluded that Scaffcode INC. is a game that is good enough to introduce programming concepts to students, but can still be developed further in terms of the interface and the difficulty level of the challenge to improve the learning and playing experience as well as a deeper understanding."

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Tesis ini membahas tentang evaluasi pencapaian outcome dari Program Indonesia Digital Learning yang dilaksanakan oleh PT. Telkom Indonesia pada tahun 2016 sampai dengan tahun 2017. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian evaluatif. Adapun pengumpulan data menggunakan metode wawancara mendalam dan observasi. Wawancara mendalam dilakukan kepada 7 orang informan yang terdiri atas 2 orang panitia pelaksana program dan 5 orang peserta yang mengikuti seluruh rangkaian program dari awal sampai akhir. Adapun observasi yang dilaksanakan dalam penelitian ini dilakukan kepada 3 orang peserta program yang juga mengikuti program secara menyeluruh. Hasil penelitian menunjukan bahwa rangkaian pelatihan pembelajaran berbasis digital secara intensif yang diberikan kepada tenaga pendidik mampu meningkatkan kemampuan dasar digital yang dimiliki oleh peserta. Program ini membuat peserta yang awalnya sebagai pengguna dasar perangkat pembelajaran digital menjadi instruktur terlatih. Peserta program menjadi mampu menghadirkan ragam pembelajaran berbasis digital di kelas yang mereka ajar sekaligus mampu berkolaborasi dan berbagi kepada tenaga pengajar lain di sekolah mereka maupun di tingkat pelatihan nasional. Selain itu, hasil penelitian ini juga menunjukan bahwa aspek input dan proses program menjadi faktor yang mempengaruhi keberhasilan pencapaian outcome program. Standarisasi peserta program, kurikulum, materi pelatihan, instruktur program, serta reward yang diberikan kepada peserta menjadi faktor input yang mempengaruhi keberhasilan program. Proses seleksi peserta di awal program dan penjurian yang selektif juga menjadi bagian dari aspek proses yang berpengaruh dalam pencapaian outcome program ini.

 

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This thesis discusses the outcome evaluation of the Indonesia Digital Learning Program implemented by PT. Telkom Indonesia from 2016 to 2017. This research used a qualitative approach with an evaluative research type. The data collection methods were in-depth interviews and observations. The in-depth interviews were conducted with seven informants consisted of two program committee members and five participants who were participated in the entire program from the beginning to the end. The observations carried out in this study were conducted through three program participants who were also participated in the whole program. The results of the study showed that the intensive digital-based learning training series provided to the educators were able to improve the basic digital capabilities of the participants. This program enabled participants who, initially, were basic users of digital learning devices became trained instructors. The program participants were able to deliver various digital-based learning in the classes they taught and able to collaborate and share with other teaching staff in their schools and in the national training level. In addition, the result of this study also showed that the inputs and program process aspects determined the achievement of program outcomes. Standardization of program participants, curriculum, training materials, program instructors, and the given rewards to participants were input factors that influenced the success of the program. The participant selection process at the beginning of the program and selective appraisal were also part of the process aspects that contributed to the accomplishment of program outcomes.

 

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"Zaman sekarang banyak orang yang memiliki minat di bidang pemrograman. Adanya perkembangan aplikasi-aplikasi kursus online atau e-learning saat ini membuat mereka beramai-ramai mencari ilmu disana. Meskipun begitu, masih banyak pula ditemukan orang- orang yang memiliki berbagai kendala dan kesulitan dalam memahami materi pemrograman. Oleh karena itu, penelitian ini bertujuan untuk meninjau desain interaksi aplikasi e-learning di bidang pemrograman studi kasus Codecademy, W3Schools, dan Coursera dan mengetahui pengaruhnya terhadap pembelajaran pemrograman mereka. Penelitian ini menggunakan pendekatan metode campuran. Dilakukan pelaksanaan kuesioner daring untuk mendapatkan data kuantitatif dan kualitatif serta usability testing untuk mendapatkan data kualitatif. Selain itu, pada penelitian ini diterapkan prinsip-prinsip dari Shneiderman's Eight Golden Rules of Interface Design. Hasil menunjukkan bahwa dari segi kuantitatif perhitungan SUS, Codecademy dan W3Schools berada pada rentang “OK” dan Coursera berada pada rentang “GOOD”. Tetapi hasil dari segi kualitatif masih perlu dilakukan perbaikan untuk ketiga aplikasi tersebut.

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Today many people have an interest in programming. The development of online course applications or e-learning at this time makes them flock to seek knowledge there. Even so, there are still many people who have various obstacles and difficulties in understanding programming material. Therefore, this study aims to review the interaction design of e-learning applications in the field of Codecademy, W3Schools, and Coursera case study programming and determine its effect on their programming learning. This study uses a mixed methods approach. An online questionnaire was conducted to obtain quantitative and qualitative data as well as usability testing to obtain qualitative data. In addition, this research applies the principles of Shneiderman's Eight Golden Rules of Interface Design. The results show that in terms of quantitative calculations, SUS, Codecademy and W3Schools are in the “OK” range and Coursera is in the “GOOD” range. However, the results in terms of qualitative still need to be improved for the three applications."

"The purpose of this research is to analyze and design e-learning for the holding of Technology Library Management Training using Learning Technology Systems Architecture Standard (IEEE P1484.1/D11). The approach used in this research is to see the condition of e-learning of Technical Library Management Training which is currently available for later comparison with the results of the analysis of the layers that exist in the Learning Technology System Architecture Standard document (IEEE P1484.1/D11). In this way it can be seen how far the components that exist in this standard are met by e-learning of Diklat Teknis Pengelolaan Perpustakaan. Further analysis of the layers in the document LTSA is used to make the design of e-learning of Technical Library Management Training. The analysis produced the design of e-learning of Technical Library Management based on the mapping of web browser to LTSA System Components."

"Pada era digital ini, pembelajaran daring makin umum digunakan untuk mendukung pembelajaran siswa di Indonesia, salah satunya melalui platform e-learning, yaitu Ruangguru. Ruangguru, sebagai salah satu platform e-learning terbesar di Indonesia, menawarkan berbagai layanan pendidikan, mulai dari video pembelajaran hingga konsultasi akademik dengan pengajar, memiliki peningkatan jumlah pengguna yang konsisten dan telah mencapai jutaan pelajar. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang memengaruhi niat pengguna Ruangguru versi gratis untuk beralih ke versi berbayar. Dengan menggunakan kerangka teori push-pull-mooring dan value-based adoption model, penelitian ini memeriksa hubungan antara faktor push dan faktor pull terhadap price value, serta hubungan price value dan faktor mooring terhadap switching intention. Faktor push yang diteliti meliputi learning content dissatisfaction dan feature limitation pada Ruangguru versi gratis, sedangkan faktor pull mencakup personalized learning, perceived interactivity, dan learning progress. Faktor mooring yang diteliti adalah network externality, buying power limitation, dan risk aversion. Data kuantitatif diperoleh dari 341 responden melalui survei, sedangkan data kualitatif dikumpulkan dari 11 narasumber melalui wawancara secara daring. Analisis data kuantitatif dilakukan menggunakan PLS-SEM dan analisis data kualitatif menggunakan content analysis. Hasil penelitian menunjukkan bahwa learning content dissatisfaction, personalized learning, perceived interactivity, dan learning progress memiliki pengaruh positif terhadap price value Ruangguru versi berbayar, serta bahwa price value dan network externality memiliki pengaruh positif terhadap niat beralih dari Ruangguru versi gratis ke versi berbayar. Sebaliknya, terdapat tiga faktor, yaitu feature limitation, buying power limitation, dan risk aversion, yang tidak berpengaruh signifikan terhadap niat beralih tersebut. Penelitian ini diharapkan dapat memperluas pemahaman tentang penerapan teori push-pull-mooring dan value-based adoption model dalam konteks e-learning. Selain itu, penelitian ini dapat memberikan rekomendasi bermanfaat bagi Ruangguru dan penyedia layanan e-learning lainnya untuk merancang strategi pengembangan produk dan pemasaran yang lebih efektif guna meningkatkan performa pembelajaran siswa, serta kepuasan dan retensi pengguna dalam suatu platform e-learning.

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In this digital era, online learning is increasingly used to support student learning systems in Indonesia, one of which is through an e-learning platform, Ruangguru. Ruangguru, as one of the largest e-learning platforms in Indonesia, offers various educational services, ranging from video lessons to academic consultations with teachers, and has consistently increased its user base, reaching millions of students. This study aims to analyze the factors that influence the switching intention of Ruangguru's free version users to use the paid version. By implementing the push-pull-mooring framework and the value-based adoption model, this research examines the relationship between push and pull factors on the price value of Ruangguru's paid version, as well as the relationship between price value itself and mooring factors on switching intention. The push factors studied include learning content dissatisfaction and feature limitations in Ruangguru's free version. The pull factors encompass features and services in Ruangguru's paid version that facilitate personalized learning, perceived interactivity, and learning progress. The mooring factors examined are network externality, buying power limitation, and the users' level of risk aversion. Quantitative data was obtained from 341 respondents through surveys, while qualitative data was collected from 11 sources through online interviews. Quantitative data analysis was conducted using PLS-SEM and qualitative data analysis using content analysis. The results of the study show that learning content dissatisfaction, personalized learning, perceived interactivity, and learning progress positively influence the price value of Ruangguru's paid version, and that price value and network externality positively influence the intention to switch from the free version to the paid version. On the other hand, there are three factors, namely feature limitation, buying power limitation, and risk aversion, that do not significantly affect the switching intention. This study is expected to broaden the understanding of the application of the push-pull-mooring theory and value-based adoption model in the context of e-learning. Additionally, this research can provide valuable recommendations for Ruangguru and other e-learning service providers to design more effective product development and marketing strategies to improve student learning performance, as well as user satisfaction and retention in an e-learning platform."

"Pembelajaran daring merupakan hal umum dalam pendidikan di perguruan tinggi. Namun, faktor-faktor seperti regulasi diri (SRL) dan kelompok (CoRL) yang rendah dapat mempengaruhi keterlibatan kognitif dan motivasi pemelajar dalam kegiatan belajar daring. Dukungan eksternal berupa instruksional scaffolding (perancah) dalam domain metakognitif dan motivasi berperan penting dalam pembelajaran daring di tingkat perguruan tinggi. Solusi yang ditawarkan penelitian ini adalah agen pedagogis. Agen pedagogis dengan strategi pembelajaran perancah berpotensi meningkatkan hasil pembelajaran. Penelitian dilakukan menggunakan kerangka mixed-methods sekuensial eksplanatori. Partisipan penelitian ini merupakan pemelajar semester dua mata kuliah Design Thinking yang diselengarakan secara daring. Hasil pengujian menunjukkan, agen pedagogis memberikan peningkatan yang signifikan dengan pengaruh sedang terhadap keterampilan SRL dan CoRL. Hasil tersebut didukung dengan data LMS. Pemelajar merasa terbantu dengan kehadiran agen pedagogis. Mereka menilai kehadiran agen pedagogis memberikan petunjuk yang jelas, mendorong mempelajari kembali materi dan mengevaluasi jawaban, serta mendorong pemelajar terlibat dalam diskusi dan menghargai pendapat orang lain. Dapat disimpulkan bahwa penggunaan integrasi perancah metakognitif dan motivasi melalui agen pedagogis, menumbuhkan keterlibatan kognitif dan mengelola motivasi pemelajar. Agen pedagogis memainkan peran kunci dalam menyediakan bantuan untuk meningkatkan SRL dan CoRL pemelajar. Peningkatan SRL dan CoRL pemelajar mendorong keterlibatan kognitif dan motivasi, yang menghasilkan pemahaman yang lebih baik.

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Online learning is common in higher education. However, low self-regulation (SRL) and co-regulation (CoRL) can affect learners' cognitive engagement and motivation in online learning activities. Instructional scaffolding in the metacognitive and motivational domains plays an essential role in online learning at the higher education level. This research offers a pedagogical agent as a solution. Pedagogical agents with scaffolding strategies have the potential to improve learning outcomes. The study was conducted using an explanatory sequential mixed-methods. The participants are second-semester students of the Design Thinking course, which is held online. The results showed that the pedagogical agent significantly increased with a moderate effect on SRL and CoRL skills. LMS data support these results. Learners feel helped by the pedagogical agent's presence. They assessed that the pedagogical agent provided clear instructions, encouraged reviewing the material and evaluating answers, and encouraged learners to engage in discussion and respect the other's opinions. This study showed that metacognitive and motivational scaffolding integration through pedagogical agents fosters cognitive engagement and manages learner motivation. Pedagogical agents play a crucial role in assisting to improve learners' SRL and CoRL. An increase in the learner's SRL and CoRL promotes cognitive engagement and motivation, which results in better understanding."

"Penelitian ini dipicu oleh minimnya penelitian yang berkaitan dengan desain antarmuka aplikasi e-learning environment yang sesuai dengan kebutuhan siswa SMA jurusan IPA dan IPS. Penelitian ini bertujuan mengidentifikasi, menganalisis, dan mengimplementasikan fitur-fitur yang dibutuhkan oleh siswa SMA dalam proses e-learning. Metode yang digunakan adalah User Centered Design untuk memastikan desain yang dihasilkan menjawab kebutuhan pengguna. Pengumpulan kebutuhan dilakukan dengan mewawancarai 15 pelajar SMA jurusan IPA dan IPS. Hasil analisis kebutuhan menjadi dasar dari dirancangnya low fidelity prototype dan high fidelity prototype berupa clickable mockup dengan mengacu pada teori Shneiderman’s Eight Golden Rules of Interface Design, active learning, dan perkembangan kognitif oleh Piaget. Low fidelity prototype bertujuan untuk memberikan gambaran tata letak pada desain yang dirancang. Kemudian, high fidelity prototype bertujuan untuk memberikan gambaran yang utuh terkait desain antarmuka yang dirancang. High fidelity prototype ini dievaluasi melalui usability testing dan kuesioner System Usability Scale. Penelitian ini menyimpulkan bahwa hampir keseluruhan fitur yang diajukan memiliki completion rate dan error-free rate sebesar 100%, yang menunjukkan bahwa pengguna dapat menyelesaikan task tanpa adanya kesulitan yang berarti. Namun, terdapat dua fitur yang memiliki tingkat error-free rate yang rendah, yaitu fitur “Dashboard” dan fitur “Materi Pembelajaran”, masing-masing sebesar 63.64% dan 72.73%, yang kemungkinan dipicu oleh bagian progres pembelajaran yang kurang ditekankan pada halaman “Dashboard” dan keberadaan checkbox yang mendistraksi pada halaman “Mata Pelajaran”. Penelitian ini mengajukan high fidelity prototype dan rekomendasi perbaikan yang didasarkan pada umpan balik yang bermakna selama proses evaluasi dijadikan acuan untuk melakukan pengembangan pada desain antarmuka e-learning environment.

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This research is driven by the lack of research related to the interface design of the e-learning environment application that suits the needs of high school students majoring in science and social studies. This research aims to identify, analyze, and implement the features needed by the high school students during online learning. We apply the User Centered Design (UCD) method to ensure the results meet the user needs. We interviewed 15 high school students majoring in science and social studies to gather the requirements needed. The results became the basis for designing a low fidelity prototype and a high fidelity prototype in the form of a clickable mockup while still referring to the theory of Shneiderman's Eight Golden Rules of Interface Design, active learning, and cognitive development by Piaget. Low fidelity prototype aims to provide an overview of the layout of the design. Then, the high fidelity prototype aims to provide a complete picture regarding the interface design. We evaluated the high fidelity prototype through usability testing and the System Usability Scale (SUS) questionnaire. This study concludes that almost all of the proposed features have a completion rate and error-free rate of 100%, which indicates that users can complete tasks without any significant difficulties. However, there are two features that have a low error-free rate, namely the "Dashboard" and the "Learning Material", respectively 63.64% and 72.73%, which are likely triggered by the less emphasized learning progress section on the “Dashboard” page and the existence of distracting checkboxes on the “Learning Material” page. This study proposes a high fidelity prototype and recommendations based on meaningful feedback during the evaluation as a reference for designing the interface of an e-learning environment."

"Didorong oleh pandemi COVID-19 yang sedang berlangsung, penggunaan aplikasi E-Learning semakin meningkat dan dibutuhkan dalam rangka mengurangi kontak fisik, khususnya di bidang Pendidikan. Penggunaan aplikasi e-learning terutama pada handphone menjadi hal yang integral dalam proses pembelajaran siswa. Namun, masih ditemukannya keluhan yang dapat mengurangi user experience pengguna. Salah satu masalah terbesar yang ditemukan adalah masih ditemukannya kebutuhan pengguna yang belum dapat dipenuhi oleh aplikasi e-learning dan ketidaknyamanan pengguna dalam mengoprasikan aplikasi. Hal ini dapat diselesaikan melalui analisa dan perancangan ulang desain antarmuka aplikasi e-learning yang sesuai dengan kebutuhan pengguna. Penelitian ini dilaksanakan menggunakan metode User-Centered Design untuk merancang ulang aplikasi e-learning dan mengevaluasi hasil dari rekomendasi desain antarmuka tersebut menggunakan usability testing.

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Driven by the ongoing COVID-19 pandemic, the use of E-Learning Application has increased and urgently needed in order to reduce physical contact especially in education sector. The use of e-learning application, especially on mobile phone has become an integral part of student learning process. However, there are still difficulties found in the application that can reduce the user experience of the user. One of the biggest problems found is that there are still user needs that cannot be met by the existing e-learning application and user discomfort in operation of the application. This can be solved through analysis and redesign of the existing e-learning application user interface according to user needs. This research was conducted using User-Centered Design to ensure that design implemented are align with user needs and preferences, and evaluate the results of the interface design recommendation using usability testing."

"Perkembangan teknologi pada bidang pendidikan mendorong terciptanya berbagai inovasi baru seperti e-Learning. Adanya e-Learning memberikan berbagai kemudahan baru dalam proses pembelajaran. Salah satu inovasi yang muncul adalah e-Learning yang mampu menyediakan fasilitas personalisasi bagi penggunanya. Berbagai penelitian telah mencoba membahas pengembangan e-Learning dengan personalisasi. Sayangnya secara umum penelitian yang dilakukan hanya terbatas sampai pada tahap pengembangan desain interaksi. Belum banyak penelitian yang membahas pengembangan sampai pada tahap implementasi aplikasi. Berangkat dari isu tersebut, penelitian ini membahas lebih lanjut pengembangan aplikasi e-Learning yang melakukan personalisasi berdasarkan gaya belajar Felder-Silverman. Penelitian ini menggunakan pendekatan user-centered design dalam implementasinya. Aplikasi yang dikembangkan mengacu kepada desain interaksi penelitian sebelumnya, studi demografi pengguna, dan wawancara eksplorasi pengguna. Aplikasi kemudian dievaluasi oleh partisipan penelitian pada tahap usability testing. Berdasarkan hasil penelitian, aplikasi yang dikembangan telah mendapatkan hasil usability yang baik dari pengguna. Penelitian ini juga mengusulkan rekomendasi perbaikan yang dapat digunakan dalam pengembangan aplikasi personalisasi e-Learning ke depannya.

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Recent technological developments in the field of education trigger many innovations, one of the best examples are the emergence of e-Learning. E-Learning provides conveniences in the learning process. One of the innovations is e-Learning that capable to provide personalization for its users. Various research has discussed the development of personalized e-Learning. Unfortunately, most of the research stopped at the interaction design development stage. There are not many studies that studied the application until the implementation stage. Based on the issue, this study focused on the development of personalized e-Learning applications. In this case, the personalized factor is based on Felder-Silverman Learning Styles. This study uses a user-centered design approach in its implementation. The application was developed based on the interaction design of previous research, user demographic, and user interviews. The application was then evaluated by participants in the usability testing stage. Based on the research results, the application has good usability results from the users. Furthermore, this study also proposes recommendations for improvements that can be used in the development of personalized e-Learning applications in the upcoming studies."