Training on AI-Assisted Moodle Content Organization for Elementary School Teachers: An Evaluation of Reactions and Cognitive Learning Outcomes

Afdul Noval Fauzah Ghufron, Ahmad Navisis Sururi, Artha Nurul ‘Aini, Gita Sania, Ilda Duwi Rahmawati, Illo Avrillia Mubarok, Indah Maulidya Putri, Yulias Prihatmoko

Abstract


This study aims to evaluate the effectiveness of Artificial Intelligence (AI)-Assisted Moodle Content Organization Training on elementary school teachers’ cognitive understanding (Kirkpatrick Level 2) and participants’ satisfaction levels (Kirkpatrick Level 1). The study employed a pre-experimental One-Group Pretest-Posttest Design involving 16 elementary school teachers at SDN 1 Maguan and SDN 2 Maguan in Malang Regency. The intervention was conducted over 32 instructional hours (JP), combining 12 JP of face-to-face learning and 20 JP of asynchronous self-directed assignments on the Moodle system. Teachers were trained to create structured instructions on Google Gemini to generate HTML instructional content with child-friendly inline CSS styling, as well as AIKEN-format quiz packages embedded into Moodle. Data collection utilized identical pre- and post-training cognitive comprehension tests, as well as a 15-item Likert-scale satisfaction questionnaire. Data analysis employed the non-parametric Wilcoxon test, the Paired Samples t-test, Normalized Gain (N-gain), Cohen’s d_z effect size, Spearman’s rank correlation, and thematic analysis. The results of the study showed a significant increase in teachers’ cognitive understanding, from a pre-test mean of 61.19 to 84.50 on the post-test (Z = -3.408; p < 0.001; t(15) = -4.898; p < 0.001), with a gain score of 23.31, a large effect size (d_z = 1.22), and a moderate average N-gain (0.59). Participants’ satisfaction ratings were classified as “Very Good” across all dimensions (M = 4.62; SD = 0.42; α = 0.941). The Spearman correlation test showed no significant linear relationship between satisfaction and cognitive improvement (r_s = 0.157; p = 0.575). Limitations of the study include the absence of a control group, a small sample size, and the presence of a ceiling effect on the cognitive test.

Keywords


Kirkpatrick Evaluation; Google Gemini; Elementary school teachers; Moodle; Content organization

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References


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DOI: https://doi.org/10.18860/mad.v19i1.45495

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