Designing e-learning for Mobile Application Development Course using Learning Experience Design (LXD) method

Abstract

ICT has experienced rapid development and has had a very influential and significant impact on various fields and aspects of life, including in the world of education. One application of this technology is through the use of e-learning to support the teaching and learning process. Many educational institutions, both schools and universities, have utilized e-learning, especially during the pandemic which requires activities to be carried out at home. Although most teaching and learning activities and processes are now carried out face-to-face, the e-learning platform is still applied for activities such as exams and other learning activities. WordPress is one of the LMS platforms or open-source learning management systems that can be accessed at no cost, with features that have been provided and prepared that can be adjusted according to what the user needs. The varied model can only be used after being filled with various data from application user information to existing class divisions and subjects. Furthermore, primary data is collected, and the data needs to be processed first so that it matches the system format before it can be entered into the WordPress platform.

Full text

Vol 13 Special Issue No 1 : 2025
JDPP
Jurnal Dimensi Pendidikan dan Pembelajaran
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
https://journal.umpo.ac.id/index.php/dimensi/index
Designing e-learning for Mobile Application Development Course
using Learning Experience Design (LXD) method
Wahyu Adhi Rendratma a,1*, Arif Setiawan a,2
a Universitas Muhamamdiyah Surakarta, Indonesia
1 a710190002@student.ums.ac.id *; 2 arifsetawan@ums.ac.id ;
*corresponding author
Article Information
________________
Article History:
Accepted January 2025
Accepted February 2025
Published February 2025
__________________
Keywords:
Website;
E-Learning;
LXD;
Learning;
Technology.
_________________
How to Cite:
Rendratma. W.A., & Setiawan, A.
(2025). Designing e-learning for
Mobile Application Development
Course using Learning Experience
Design (LXD) method. Jurnal
Dimensi Pendidikan dan
Pembelajaran Universitas
Muhammadiyah Ponorogo, 13
Special Issue (1), pp 217-232.
_________________
Abstract
ICT has experienced rapid development and has had a very influential and
significant impact on various fields and aspects of life, including in the world
of education. One application of this technology is through the use of e-
learning to support the teaching and learning process. Many educational
institutions, both schools and universities, have utilized e-learning, especially
during the pandemic which requires activities to be carried out at home.
Although most teaching and learning activities and processes are now carried
out face-to-face, the e-learning platform is still applied for activities such as
exams and other learning activities. WordPress is one of the LMS platforms or
open-source learning management systems that can be accessed at no cost,
with features that have been provided and prepared that can be adjusted
according to what the user needs. The varied model can only be used after
being filled with various data from application user information to existing
class divisions and subjects. Furthermore, primary data is collected, and the
data needs to be processed first so that it matches the system format before it
can be entered into the WordPress platform.
INTRODUCTION
Information and communication technology (ICT) has developed very rapidly and brought
major changes in various aspects of life, one of which is the world of education. By integrating

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |218
information technology into the world of education, it is expected to improve the quality and
efficiency of education in Indonesia.
Information technology has penetrated all levels of society, students are also affected and
are expected to be able to understand technological developments, especially in the world of
computers. Although not all students master today's sophisticated technology, some students must
have mastered it. The development of this technology will greatly influence the learning process,
namely interaction in a learning environment between students and educators to achieve learning
goals (Saputra et al., 2019).
Online learning is now becoming more popular as a way to address education and training
issues in both developed and developing countries, including Indonesia. Online learning is a term
that is often used, but it is learning through electronic services as a tool. E-learning has many
meanings, so many experts provide different definitions. According to Khan (2005:3), E-learning
can be used for innovative designs to provide interactive, student-centered learning, well-
designed to facilitate learning space for everyone, anytime, using materials from various digital
technologies throughout the learning process. materials. Following an open and flexible learning
environment, Clark and Mayer (2003:13) have another perspective on understanding e-learning.
According to several experts, e-learning has several components about what, how, and why.
Holmes and Gardner (2006:10) suggest that online learning provides opportunities for educators
and students to increase learning and teaching experiences through virtual media that not only
support delivery but also support exploration and information application of knowledge. Even
though currently most teaching and learning activities are carried out face-to-face, e-learning sites
can still be used to hold daily exams or tests that are applied in the existing learning
process.(Mutiara Nafysah et al., 2023).
Learning Experience Design (LXD) is a new wave in educational technology and
instructional design. LXD is founded on the development of learning design science, focusing on
developing students to achieve their learning goals. The focus is on how to improve positive
attitudes while creating good experiences with modern technology that adapts and simplifies
student needs while ensuring that students can receive information at any time by integrating it
directly into the workflow of everyday life for effective learning outcomes. LXD represents a new
trend in learning design in the digital era that emerges from the application of interdisciplinary
design concepts to develop learning processes for learners. LXD is mostly processed via the
internet and relies on digital technology devices. This learning system emphasizes the power of
well-designed user experiences, thereby improving the quality of learning (Jahnke et al., 2020;
Schmidt & Huang, 2021; Stefaniak et al., 2020).
Current e-learning is not effective for learning because it does not follow the development
of new systems, therefore e-learning is needed with a new concept so that it can increase students'
interest in learning which will certainly increase achievement. This study chose Learning
Experience Design (LXD) because LXD is a new conceptualization for today's e-learning by
combining a design theory approach and a learning theory approach through the principles of
instructional design. Therefore, with an attractive design concept and complex material, LXD can
be a solution to this problem (Batoufflet, 2019).
The Mobile Application Development course itself is a course that focuses on creating
functional applications on the Android or iOS platform with the use of relevant programming
such as Java and Swift. Therefore, this research is deemed necessary to increase students' interest
in learning in the Mobile Application Development course.

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |219
LITERATURE REVIEW
Relevant Research
Based on research conducted by Rohmad Wahid Rhomdani (2016), he created a dynamic,
interactive, and practical WordPress website by developing a digital learning management system
at the University of Muhammadiyah Jember. This virtual class is very helpful for teachers to
implement learning and make it easier to evaluate student performance. Just click on the value,
and teachers and students will immediately know the test scores they have just taken. This website
is also equipped with a question validity analysis system or assessment. This website increases
students' enthusiasm for learning, with online exams students become enthusiastic about working
so that they increase their grades by studying harder.
In a study conducted by Sherly Kalatting, Vina Serevina & I Made Astra (2015) it was
shown that because learning media with a web model that uses the Guided Discovery Learning
approach is full of interactive content that does not make students bored, it is recommended to
increase students' interest in learning.
In a study conducted by Saluky (2016), it was shown that Mathematics teaching materials
using WordPress were successfully applied to grade X students with an average score of 80 while
the applicable KKM was only 75, which means the average is above the school's KKM. This
shows that student's interest in learning after the teaching materials using WordPress increased.
In a study conducted by Yiannis Georgiou, Olia Tsivitanidou1, and Andri Ioannou (2021),
the effectiveness of VR-based learning media using the LX concept also increased students'
understanding of physics material. By using LX, learning is more neatly organized because
everything from participants to methods is considered through the LX canvas, thus minimizing
students' lack of understanding due to incorrect learning strategies.
Table 1. Comparative Research
No
Previous Research
Media in the learning process
1
The Greatest Showman (2016)
Developing a website-based virtual class
2
Sherly Kalatting, Vina Serevina & I
Made Astra (2015)
Developing a website with a Guided Discovery
Learning approach
3
Saluky (2016)
Developing teaching materials using WordPress
4
Yiannis Georgiou, Olia Tsivitanidou1,
Andri Ioannou (2021)
Developing VR learning media with the LX
concept
Based on table 1, states that the use of learning media in the form of a website can be
applied to the ongoing learning process. However, currently, there are not many studies that use
the LXD concept on their websites. Therefore, this study focuses on the preparation of e-learning
Mobile Application Development using the LXD concept as a variation of interactive teaching
strategies that can increase student learning motivation.
Theoretical review
Instructional Media
Learning media is a tool used by an educator during the teaching process to help influence
the atmosphere, conditions, and learning environment. Its use at the educational teaching stage
can increase the effectiveness of the learning process and message delivery. In addition, learning
resources can increase motivation and interest in learning, understanding, and presenting data
interestingly and reliably, making it easier for students to interpret data and condense information.
(Muammar & Suhartina, 2018).
E-learning

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |220
E-learning is a learning model that applies electronic devices, especially computers, to
facilitate the learning process. This is a communication and data technology that makes it possible
for students to learn without knowing the place and time to be able to do it. Using e-learning is
more interactive and effective for learning because it provides higher opportunities for students
to interact with lecturers and colleagues and access more learning materials. (Hartanto, 2016).
Learning Experience Design (LXD)
Learning Experience Design (LXD)is a new wave in educational technology and
instructional design. Learning Experience Design (LXD) is the practical process of designing
engaging learning experiences, tailored to the needs and preferences of the target audience, that
encourage the acquisition and retention of knowledge and skills. LXD combines design principles
and elements, including instructional design, multimedia, interaction, and user experience, to
create effective and enjoyable learning experiences (Warakon, Boonrat, & Sutithep. 2023)
Developed Product Specifications
The final result that will be developed in this study is an e-learning website with the LXD
concept for learning the Mobile Application Development course that can be used by educators
as a learning medium that can facilitate the delivery of materials. So that it is expected that
students will not have difficulty in understanding and comprehending the explanation of the
material that has been given and explained. This product is made using a WordPress website that
can be accessed on laptops or smartphones.
Framework of Thinking
During the COVID-19 pandemic, students started learning online using electronic devices.
So students are used to using electronic devices as a tool to access materials. E-learning has
increased students' interest in learning compared to books, etc. However, e-learning currently
does not follow many new learning concept developments. Therefore, researchers will develop e-
learning with LXD conceptualization containing Mobile Application Development material
METHOD
The Research and Development (R&D) method is used in this study. Hanafi's research,
(2017) said that the R&D method is a process of developing and validating a product that is used.
Development Model
This study applies the 4D model development model (define, design, develop,
disseminate). The 4D model has 4 steps shown in Figure 3, the first define is to conduct a needs
analysis required from the results of the journal literature review to explore the information
needed. The second design is the design process (learning media). The third development is the
stage of producing products that have been developed through expert appraisal and developmental
testing. The fourth dissemination is the final stage of the product that has been developed can be
accepted by users.
Development Procedure
Product Development
Steps in developing research products:
1. Development Design

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |221
Figure 1. LX Canvas
For the development design, this media uses the concept of LXD canvas as in Figure
1. which contains a learning design that has been arranged in such a way according to the
concept in LXD. With the following description:
Learning Insight: CPMK
Learning Objectives: Sub-CPMK
People: Students
Characteristic: Learning character
Strategy: Learning strategy
Environment: Space facilities
Location: Learning location
Contraindications: Problems
Resources: Source materials
Activity: Learning activities
Process: Sequence of material delivery
2. Development Subject
The subjects of development in this study were 30 6th semester students of the Mobile
Application Development Course in the Informatics Engineering Education Study
Program.
3. Data and Data Sources
a. Primary data
Researchers obtained data from literature reviews of various relevant
articles/journals.
b. Secondary data
Researchers obtain data from books that are relevant to what the researcher is
doing.
4. Data collection technique
The data collection technique used by researchers is through observation, which will
be carried out by trying the product and using a questionnaire sheet to determine the
feasibility of the website.
5. Data Analysis Techniques
Qualitative descriptive is used by researchers in analyzing data taken based on the
results obtained after researchers conducted observations to determine the media being
developed.
Product Trial
1. Trial Design

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |222
E-learning media using LXD will be tested on material and media professionals to test
the suitability of the product before being implemented on students.
2. Test Subject
a. Subject matter expert
Lecturer of Informatics Engineering Education, Muhammadiyah University of
Surakarta who will conduct a product trial to determine the feasibility of the product
in terms of design, material, and exercises contained.
b. Media expert
Media experts will review the feasibility of the product that has been developed
and provide criticism and suggestions for improving the system that has been
created. Comments from media experts will be used as a reference for improving the
system.
3. Data types
The type of data that will be used is a questionnaire that will be filled out by 30
Informatics Engineering Education Study Program students, in semester 6.
4. Data Techniques and Instruments
There are three data collection techniques used, namely: (1) interviews, (2)
observations, and (3) questionnaires to material and media professionals.
Table 2. Media Professional instrument grid
No
Rated aspect
Assessment level
1
2
3
4
A
Ease of Use and Navigation Aspects
1.
Learning media can be operated easily
2.
Media can be accessed easily
3.
Easy-to-understand website
B
Visual Display
1.
The attractiveness of the appearance of the
learning media design
2.
Neatness of menu layout on media
3.
Neatness of text, images and content presented
4.
The choice of colors used is interesting
5.
The text is readable
6.
The balance of the proportions of the images
used is appropriate
B
Media Integration
1.
Navigation button reaction speed when
touched
2.
Presentation of images that support the content
of the material
C
Benefits of Media
1.
Media can foster students' curiosity
2.
Media can help students in learning
3.
Media can be used anywhere without having
to think about time and place (flexible)
Table 2 contains several statements that reflect the assessment on a value scale,
namely 1 (Less), 2 (Enough), 3 (Good), and 4 (Very good). This instrument is designed by

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |223
considering several aspects in the development of learning media and serves as a guide to
determine whether the media is suitable or not for use.
Table 3. Material Expert Instrument Grid
No
Rated aspect
Assessment level
1
2
3
4
A
Content suitability
1.
Compliance of material with SK and KD
2.
Accuracy of Material
3.
Learning material support
4.
Update of Material
Presentation Eligibility
1
Presentation Techniques
2
Presentation Support
3
Presentation of Learning
4
Serving Equipment
Language Assessment
1
Straightforward
2
Communicative
3
Dialogic and Interactive
4
Suitability to the level of development of the
students
Table 3 contains several statements that reflect the assessment on a value scale, namely
1 (Less), 2 (Enough), 3 (Good), and 4 (Very Good). This instrument is designed by
considering several aspects in the development of learning media and serves as a guide to
determine whether the media is suitable or not for use.
5. Data Analysis Techniques
The technique used is a qualitative descriptive analysis method, where all data
collected is the result of research, suggestions, input, and evaluation from media experts
and basic programming teachers as material experts.
a. Product Rating
1) Experimental design
The experimental design aims to determine the level of student satisfaction in
using media in learning. This experiment was conducted on students of the
Informatics Engineering Education study program who had tried the researcher's
product, namely e-learning learning media using LXD in the Mobile Application
Development course.
2) Experimental subjects
The experimental subjects used in this experiment were 30 students of the
Informatics Engineering Education study program.
3) Data types
The type of data that will be used is quantitative data using pre-tests and post-
tests conducted on 26 students of the PTI UMS Study Program.
RESULTS AND DISCUSSION
This learning media is built to make it easier for students to increase the interactivity and
effectiveness of learning interest in understanding Mobile Application Development material.

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |224
This learning media is created using the WordPress website, which is a website-based website
creation tool. This website contains Mobile Application Development material. This learning
media contains an evaluation in the form of a quiz to measure students' understanding of the
material.
The target of this Exlearn learning media is students of the Informatics Engineering
Education Study Program at Muhammadiyah University of Surakarta (UMS). Media expert
professionals, namely two lecturers from the UMS PTI Study Program, have tested the media that
will be applied to students. The learning media is tested and evaluated first by a professional in
media and materials. After being tested and evaluated by the developer, this learning media is
then applied to students of the Informatics Engineering Education Study Program.
Data collection from users (students), media professionals, and materials using
questionnaires that are filled out and then processed to determine the feasibility of the applied
learning media. Evaluation of learning media is the result of suggestions and input provided by
media experts and material experts. This research uses the 4D model development (define, design,
develop, and disseminate).
Define (Definition)
In this define step there are two steps, namely initial analysis and concept analysis.
Initial Analysis
At this stage, the goal is to identify the main problems related to time in the learning
process, as well as to find out the existing teaching materials that need further development. The
analysis was carried out by conducting interviews with lecturers in charge of the Mobile
Application Development course at the UMS PTI Study Program. Based on the results of the
interviews that have been carried out by the researcher, it can be seen that there is no e-learning
using the LXD concept used in the learning process.
Concept Analysis
At this stage, the activities carried out are interviewing educators to identify the main
concepts taught.
Design (Design), After the define stage, the researcher then carries out the design or planning
stage to be able to provide the desired results.
Develop (Development), After the design stage, the researcher then carried out the development
stage with the following results:
Figure 2. Login Page
Figure 2 shows the login page, this login page functions as the initial gateway to enter the
Exlearn learning media for students who do not have an account, they can register first.

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |225
Figure 3. Register Page
Figure 3 shows the register page, the page functions to create an account for students who
do not have an account on the exlearn website. Students who do not have an account can
immediately register for free by entering some identities such as first name, last name, email, and
of course password.
Figure 4. Home Page
In Figure 4, the web displays the home page when students enter the e-learning exlearn
website. The home page contains some information related to the learned web such as lecturer
information, certificate information, etc.
Figure 5. Course Page
Next, in Figure 5, we move on to the course page, where the course page contains the
courses on the Exlearn website, which can later be added to the course title and can be enrolled
according to student needs because for now there is only material from the mobile application
development course.

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |226
Figure 6. Front Page
After we were on the front page of the course page, now we entered the course or material
page that appears in Figure 6. This material page contains the material in the dart course. The
content is also complete, there is material content and tests that can be accessed directly by
students and the test is made using multiple choice questions so that it is easy for students to work
on the test directly on the web and the score will appear immediately.
Figure 7. Account Page
In Figure 7 we enter the account page, which contains a lot of information about students
such as profiles, enrolled courses, whistlelists, etc. Of course, this will make it very easy for
students to monitor their accounts, both for their information or information about their learning
progress.
Figure 8. Web Contact
On this last page, there is a web contact page as shown in Figure 8. This page contains
contacts that can be contacted by students who encounter problems with the e-learning website,
who can later provide solutions to the problems faced by students.
Disseminate (Spread)
Disseminate in this stage is the final stage where the multimedia product that has been
developed is distributed to end users or students. At this stage, the product is distributed via
Google Drive. This stage also includes feedback from users using the User Experience

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |227
Questionnaire (UEQ) method. The UEQ questionnaire was created and distributed on paper media
to speed up the distribution process and make it easier for researchers to collect data. Based on
the study, UEQ has good validity and reliability, as measured by the Cronbach Alpha index, and
can show quite high values. The following are the questionnaire questions that have been created
by the researcher:
Figure 9. UEQ Image
Data Analysis
The data analysis process is carried out by calculating the average value of all aspects
measured. Each item in the questionnaire has a positive and negative value on a scale of 1 to 7,
which is then converted into a range of -3 to +3. If the value obtained is in the range of +1 to +2,
then the results are considered to have good quality [17]. The assessment standards in UEQ are
set as follows: values below -0.8 are categorized as negative, values between -0.8 to 0.8 are
considered neutral, and values above 0.8 are included in the positive category. In addition, a
benchmark test is carried out to contrast the results on each aspect that refers to the UEQ Data
Analysis Tool. The results of this benchmark test are grouped into five categories: Bad, Below
Average, Average, Above Average, Good, and Excellent. In analyzing data with UEQ, the
collected data is imported into the analysis tool via the data menu. The steps for using the UEQ
Data Analysis Tool are:
Data Conversion
At this point, the data from the respondents are converted into a scale from negative to
positive. However, the data conversion is not sequential for each item, so that the data does not
fluctuate. All scale conversions are shown in Figure 10 as follows:
Figure 10. Table Data Conversion
The result of the conversion will consist of the average value on the individual scales
arranged according to each element. The following is the formula used to convert this data:
   󰇟󰇠
 …………………………………………………………………………………(1)
Information:
 = mean individual scale
∑ [person] = total scale items

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |228
∑= number of items per scale
Key Results
At this stage, the converted data is then calculated to produce results. The main result of
this UEQ is the result used as a benchmark for benchmark calculations. The overall scale and
assumptions are calculated using the variance and average values of the conversion process.
Values ranging from -0.8 to 0.8 are considered neutral, values below -0.8 are considered negative,
and values above 0.8 are considered positive. These values are used to determine the assessment.
Result Calculation:
   󰇟󰇠
 ………………………………………………………………………………….(2)
Information:
 =  
∑ [] =  
∑ = 
Benchmark Data
UEQ uses benchmark standards to evaluate and compare the quality of a product. The
results of the analysis of the data obtained are used to determine the comparative value.
Information on benchmark values can be seen in Figure 11 below:
Figure 11. Table Data Benchmark
Average (Mean) UEQ measurement results
The average measurement result of UEQ (User Experience Questionnaire) is an important
indicator in evaluating the user experience of a product or system. UEQ measures aspects such as
attractiveness, clarity, efficiency, stimulation, reliability, and control through many questions that
assess user perceptions. By calculating the average score of each aspect, we can get a
comprehensive picture of how users feel about their interaction with the product or system being
tested. This average score provides useful insights for developers or designers to understand the
strengths and weaknesses in user experience, which can be used for future product quality
improvement and enhancement. The following is the average measurement result of UEQ on the
website game that has been created as seen in Figure 12 below:

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |229
Figure 12. Average Measurement Result of UEQ on The Website Game
Figure 12 shows the results of the mean, variance, and standard deviation after the data is
converted. Each item is given a color according to the relevant aspect, then the calculation is
performed on all aspects that can be seen in Table 4 below:
Table 4. The Mean Impression And Variance of The Scale
Table 4 shows the mean impression and variance of the scale. In UEQ to assessment, it is
determined based on the following standards: if the value is below -0.8 then it is considered
negative; if the value is between -0.8 to 0.8, it is considered neutral; and if the value is above 0.8,
it is considered positive.
Figure 13. UEQ scale values
Figure 13 shows the UEQ scale values obtained from 25 respondents who filled out the
User Experience Questionnaire (UEQ) on the exlearn website. All aspects of user experience
measurement, including Attractiveness, perspicuity, efficiency, dependability, stimulation, and
novelty managed to obtain a mean above 0.8, indicating a positive evaluation and displayed in
the green area.

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |230
Figure 14. Results of The Benchmark Process Using The UEQ Data Analysis Tool
After obtaining the average value (mean) for each variable, the next step is to compare the
existing mean with the benchmark data set. This comparison aims to assess the relative quality of
the exlearn website compared to other products. Table 3.6.5 shows the results of the benchmark
process using the UEQ Data Analysis Tool.
Figure 15. Table Benchmark Data Set Results
Figure 15. Table Benchmark Data Set Results Based on Figure 15, it can be seen that when
compared to other products, the exlearn website obtained above-average scores in all aspects.
These results indicate that the learned website has very good quality. The conclusion obtained
from data processing involving 25 respondents using descriptive statistics on each attribute that
measures user experience with UEQ, shows that the learned website obtained positive ratings in
all aspects, namely attractiveness (mean 2.60), perspicuity (mean 2.50), efficiency (mean 0.11),
dependability (mean 1.77), stimulation (mean 2.50), and novelty (mean 2.37). This study
concludes that the user experience on the exlearn website, based on the UEQ results, shows
satisfactory results, so this website is very suitable to be distributed to students to make learning
more innovative and interactive.
CONCLUSION
This study began with the need to increase student interactivity and engagement in mobile
application development learning. Traditional theoretical approaches are considered less effective
in motivating students and developing their practical skills. Therefore, this study aims to develop
innovative learning media, namely blended learning using e-learning websites that support the
learning process more interactively and applicatively. The research method chosen is 4D (define,
design, develop, disseminate). In the development stage, the main tool used is the WordPress web
builder to design the website. Media and supporting features are integrated to create an interesting

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |231
learning experience. The developed e-learning successfully provides an interactive learning
experience with educationally designed features. The trial was conducted through observation,
interviews, and questionnaires with lecturers and students, which showed that this media
increased motivation, practical skills, and students' understanding of mobile application
development materials. Analysis based on the User Experience Questionnaire (UEQ) showed that
this website had high scores in the aspects of attractiveness, clarity, efficiency, accuracy,
stimulation, and novelty, with all average scores in the positive category. Benchmark tests show
that this website is included in the "Excellent" category in most aspects, indicating that its quality
is very good compared to other learning media. This study proves that website-based learning
media can be an effective alternative in improving the quality of technical learning, especially for
competencies in mobile application development courses. This website not only improves
learning outcomes but also enriches interactive learning methods. With positive results, this
website is recommended for wider adoption to support technology-based learning processes.
REFERENCE
Ambiro Puji Asmaroini (2023). Use of Mobile-Based LMS Using Design Thinking in Pancasila
Courses.Journal of Dimensions of Education and Learning, Vol 11 No 1 (2023).
Benedek, A. (2015). MindTheGapp™ Between standards and practices of mobile learning
experience design. International Journal on Advances in Education Research, 2(1), 14-
36.
Erwin Januarisman & Anik Ghufron. (2016). Development of Web-Based Learning Media for
Natural Science Subjects for Grade VII Students. Journal of Educational Technology
Innovation. Volume 3, No 2.
Fitri, AN, Pertiwi, LB, & Sary, MP (2021). The influence of social media TikTok on the creativity
of communication science students at Jakarta State University, batch 2019. Komuniti:
Journal of Communication and Information Technology, 13(1), 37-46.
Hartanto, W. (2016). The Use of E-Learning as a Learning Medium. Journal of Economic
Education, 10(1), 1–18.
Kusuma, RS (2017). Internet usage by lecturers based on gender and generation. Komuniti:
Journal of Communication and Information Technology, 8(1), 53-63.
Muammar, M., & Suhartina, S. (2018). Information Technology-Based Learning Media in
Increasing Interest in Learning Aqidah and Akhlak. KURIOSITY: Social and Religious
Communication Media, 11(2), 176–188. https://doi.org/10.35905/kur.v11i2.728.
Mutiara Nafysah Eka Angga Laksana (2023). Design and Construction of Educational
Technology Based on Moodle and Private Cloud at SMAN 26 Bandung. Journal of
Educational and Learning Dimensions, Vol 11 No 2 (2023).
Rhomdani, RW (2016). Development of web-based virtual mathematics class using moodle and
wordpress at Muhammadiyah University of Jember. Gammath: Scientific Journal of
Mathematics Education Study Program, 1(1).
Rossa Ayuni, Meti Herlina (2021). Blended Learning Model to Facilitate Students' Understanding
Skills in Taxation Courses. Journal of Educational and Learning Dimensions, Vol 9 No
2 (2021).

Jurnal Dimensi Pendidikan dan Pembelajaran, Vol 13 Special Issue No 1 2025 , pp. 217 – 232.
ISSN 2303-3800 (Online), ISSN 2527-7049 (Print)
Wahyu Adhi Rendratama, Arif Setiawan |232
Saluky, S. (2016). Development of Web-Based Mathematics Teaching Materials Using
Wordpress. Eduma: Mathematics Education Learning and Teaching, 5(1).
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for interactive online
learning perceived by the students. Journal of English Education and Teaching, 5(4), 529-
543.
Santoso, S. (2021). Analysis of audience reception of Meiliana case news in online media.
Komuniti: Journal of Communication and Information Technology, 12(2), 140-154.
Saputra, EA, Wakhinuddin, W., & Rizal, F. (2019). Development of Problem-Based Electronic
Learning Media in Basic Computer and Network Subjects. Journal of Vocational
Technology Education, 2(2), 39–44. https://doi.org/10.24036/jptk.v2i2.5023.
Schmidt, M., & Huang, R. (2022). Defining learning experience design: Voices from the field of
learning design & technology. TechTrends, 66(2), 141-158.
Sediyono, E., Hasibuan, ZA, Setyawan, I., Harahap, EP, & Darmawan, A. (2022). Training on
the use of e-learning websites as online learning media with a content management
system. ADI Community Service, 3 (1), 64-73.
Sherly Kalatting, Vina Serevina & Made Astra. (2015). Development of Web-Based Physics
Learning Media Using Guided Discovery Learning Approach. JPPPF - Journal of Physics
Education Research & Development. Volume 1.
Tawfik, A.A., Gatewood, J., Gish-Lieberman, J.J., & Hampton, A.J. (2022). Toward a definition
of learning experience design. Technology, Knowledge and Learning, 1-26.
Unique Hanifah Salsabila et al (2023). Utilization of Technology in Post-Pandemic Education.
Journal of Educational and Learning Dimensions, Vol 11 No 1 (2023).
Warakon, Boonrat, & Sutithep (2023). A systematic review of changing conceptual to practice in
learning experience design: Text mining and bibliometric analysis. Contemporary
Educational Technology, 2023, 15(4), ep453
Wong, J. T., & Hughes, B. S. (2022). Leveraging learning experience design: digital media
approaches to influence motivational traits that support student learning behaviors in
undergraduate online courses. Journal of Computing in Higher Education, 1-38.
Yiannis Georgiou, Olia Tsivitanidou1, Andri Ioannou (2021) Learning Experience Design With
Immersive Virtual Reality in Physics Education. Education Tech Research Dev (2021)
69:3051–3080
Zulkifli N, Handy Ferdiansyah (2023).The Effect of Website Utilization in Online Marketing
Lessons to Increase Student Learning Motivation at SMKN 2 Sidrap.Journal of
Dimensions of Education and Learning, Vol 11 No 1 (2023).