Manajemen Perubahan sebagai Moderasi pada Pengaruh Pair Programming terhadap Kemampuan Desain Logo Siswa DKV SMK Negeri 2 Magetan
DOI:
https://doi.org/10.54259/diajar.v5i2.6598Keywords:
Pair Programming, Logo Design, Change Management, ADKAR, Vocational EducationAbstract
This research was conducted to investigate whether the application of the Pair Programming influences the logo design competencies of students enrolled in vocational high schools (SMK), while also assessing the moderating Change Management as through the ADKAR framework. The study adopted a quasi-experimental methodology involving tenth-grade learners from the Visual Communication Design program at SMK Negeri 2 Magetan. Participants were allocated into two groups, consisting of an experimental cohort of 36 students and a control cohort of 108 students. To evaluate data, inferential statistics were applied, including Independent Sample t-test and Moderated Regression Analysis (MRA). Results showed no statistically meaningful difference in mean learning performance between students who engaged in collaborative learning and those who learned individually, as evidenced by a significance value of p = 0.9090. However, descriptive findings revealed that Pair Programming functioned as an effective safety net, maintaining the lowest student score at 57, slightly better than the individual method’s minimum of 56. Furthermore, the experimental group achieved a higher maximum score (97) compared to the control group (96). Regression analysis demonstrated that Change Management significantly moderates the effect of Pair Programming (p=0.001). The findings indicate a "safety net" effect for students with low mental readiness, while those with high readiness experienced an interference effect. The study concludes that the success of collaboration depends on technical instruction and heavily influenced by students' psychological readiness. Therefore, the implementation of Pair Programming should be accompanied by change management interventions to optimize student adaptation to a collaborative work culture.
Downloads
References
F. R. Dewi, E. Ekohariadi, S. Soeryanto, dan T. R. Tri Rijanto, “The Effect of Pair Programming Learning Model on Learning Outcomes of Basic Programming of Vocational School Students,” Int. J. Educ. Vocat. Stud., vol. 3, no. 3, hlm. 236, Jun 2021, doi: 10.29103/ijevs.v3i3.3937.
N. Agustin dan M. T. A. A. Zein, “Creativity and Graphic Design Skills Improvement for the Content Creator Community using Logo Creation Training,” REKA ELKOMIKA J. Pengabdi. Kpd. Masy., vol. 4, no. 2, hlm. 89–99, Jun 2023, doi: 10.26760/rekaelkomika.v4i2.89-99.
A. Adeliyi dkk., “Remote Pair Programming,” dalam Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, Virtual Event USA: ACM, Mar 2021, hlm. 1289–1289. doi: 10.1145/3408877.3439681.
Z. Ngadengon, T. S. Subramaniam, Z. Yasak, M. Syukri, dan N. Hazim, “COMPUTATIONAL THINKING AND PAIR PROGRAMMING: A SYSTEMATIC REVIEW,” vol. 6, no. 20, 2024.
G. Fan, D. Liu, R. Zhang, dan L. Pan, “The impact of AI-assisted pair programming on student motivation, programming anxiety, collaborative learning, and programming performance: a comparative study with traditional pair programming and individual approaches,” Int. J. STEM Educ., vol. 12, no. 1, hlm. 16, Mar 2025, doi: 10.1186/s40594-025-00537-3.
H. Na, S. Caskurlu, C. G. Fulwider, dan B.-W. Jun, “Solo or Pair Programming for K-12 Students? Learning Outcomes and In-game Behaviors in a Game-Based Learning Environment,” TechTrends, Okt 2025, doi: 10.1007/s11528-025-01142-5.
C.-C. Ni, H.-F. Lo, Y. Lyu, dan R. Lin, “Collaborative Creativity in Design Education: A Case Study of the Design Sketch Course,” Creat. Educ., vol. 13, no. 05, hlm. 1600–1615, 2022, doi: 10.4236/ce.2022.135101.
J. Han, D. Park, M. Hua, dan P. R. N. Childs, “Is group work beneficial for producing creative designs in STEM design education?,” Int. J. Technol. Des. Educ., vol. 32, no. 5, hlm. 2801–2826, Nov 2022, doi: 10.1007/s10798-021-09709-y.
W. Xu, Y. Wu, dan F. Ouyang, “Multimodal learning analytics of collaborative patterns during pair programming in higher education,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, hlm. 8, Feb 2023, doi: 10.1186/s41239-022-00377-z.
F. Xu dan A.-P. Correia, “Measuring mutual engagement in the context of middle-school pair programming: Development and validation of a self-reported questionnaire,” Comput. Hum. Behav. Rep., vol. 14, hlm. 100415, Mei 2024, doi: 10.1016/j.chbr.2024.100415.
J. Tan, L. Wu, dan S. Ma, “Collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance,” Br. J. Educ. Technol., vol. 55, no. 3, hlm. 1060–1081, Mei 2024, doi: 10.1111/bjet.13412.
J. Phillips dan J. D. Klein, “Change Management: From Theory to Practice,” TechTrends, vol. 67, no. 1, hlm. 189–197, Jan 2023, doi: 10.1007/s11528-022-00775-0.
M. Zine, F. Harrou, M. Terbeche, M. Bellahcene, A. Dairi, dan Y. Sun, “E-Learning Readiness Assessment Using Machine Learning Methods,” Sustainability, vol. 15, no. 11, hlm. 8924, Jun 2023, doi: 10.3390/su15118924.
S. Hamad, “The Mediating Role of Change Management Between Technology Readiness and Job Performance,” Eur. Sci. J. ESJ, vol. 21, no. 25, hlm. 89, Sep 2025, doi: 10.19044/esj.2025.v21n25p89.
Ö. Demir, M. Çınar, dan S. S. Seferoğlu, “The Impact of Solo and Pair Programming Modes on Problem-solving Skills and Motivation: Students’ Reflections on Pair Programming,” Anadolu J. Educ. Sci. Int., vol. 15, no. 3, hlm. 1145–1170, Sep 2025, doi: 10.18039/ajesi.1570205.
R. Abdellatif dan H. El-Wakeel, “Assessing creative outcomes in studio-based learning: a comparative assessment of analytical rubrics,” Int. J. Des. Creat. Innov., vol. 13, no. 1, hlm. 41–66, Jan 2025, doi: 10.1080/21650349.2024.2426645.
M. Valový, “Psychological Aspects of Pair Programming: A Mixed-methods Experimental Study,” dalam Proceedings of the 27th International Conference on Evaluation and Assessment in Software Engineering, Oulu Finland: ACM, Jun 2023, hlm. 210–216. doi: 10.1145/3593434.3593458.
J. O. Okafor, “Evaluation of Rubric-Based Assessment in Developing Critical Thinking Skills in Higher Education,” J. Ilm. Mhs., vol. 2, no. 2, hlm. 104–123, Des 2024, doi: https://doi.org/10.22373/jim.v2i2.691.
M. Zine, F. Harrou, M. Terbeche, dan Y. Sun, “Evaluating e-learning readiness using explainable machine learning and key organizational change factors in higher education,” Educ. Inf. Technol., vol. 30, no. 9, hlm. 12905–12937, Jun 2025, doi: 10.1007/s10639-025-13335-9.
W. Sung dan C. Kim, “A Study on the Effect of Change Management on Organizational Innovation: Focusing on the Mediating Effect of Members’ Innovative Behavior,” Sustainability, vol. 13, no. 4, hlm. 2079, Feb 2021, doi: 10.3390/su13042079.
M. Valovy dan A. Buchalcevova, “Personality-based pair programming: toward intrinsic motivation alignment in very small entities,” PeerJ Comput. Sci., vol. 11, hlm. e2774, Apr 2025, doi: 10.7717/peerj-cs.2774.
S. B. Umar, J. Ahmad, M. A. B. Mohd Bukhori, K. A. M. Ali, dan W. M. H. W. Hussain, “Transforming Higher-Education-Intitutes: Impact of Change Management on Sustainable Performance Through Transformational Leadership and Knowledge Management,” Sustainability, vol. 17, no. 6, hlm. 2445, Mar 2025, doi: 10.3390/su17062445.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Khoirul Roziqin, Yeni Anistyasari, Luthfiyah Nurlaela, Rommy Mochamad Ramdhani, I Gusti Putu Asto Buditjahjanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hak cipta pada setiap artikel adalah milik penulis.
Penulis mengakui bahwa DIAJAR (Jurnal Pendidikan dan Pembelajaran) sebagai publisher yang mempublikasikan pertama kali dengan lisensi Creative Commons Attribution 4.0 International License.
Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif dari naskah yang telah terbit di jurnal ini kedalam versi yang lain, seperti: dikirim ke respository institusi penulis, publikasi kedalam buku, dan lain-lain. Dengan mengakui bahwa naskah telah terbit pertama kali pada DIAJAR (Jurnal Pendidikan dan Pembelajaran).
