LMS-Integrated PAPER-TEP Learning Model Support in Distance Learning Transformation in Higher Education

Authors

• Juharyanto Juharyanto J, Universitas Negeri MalangFollow
• Rochmawati Rochmawati R, Universitas Negeri MalangFollow
• Tomi Listiawan, Universitas Negeri MalangFollow
• Agus Purnomo, Universitas Negeri MalangFollow
• Angga Yuni Mantara Angga, Universitas Negeri MalangFollow
• Achmad Yani AY, Sultan Sharif Ali Islamic University (UNISSA), Brunei DarussalamFollow
• Dayang Rafidah Binti Syariff M. Fuad DR, Universiti Pendidikan Sultan Idris, Aras 1 Blok 10, Kampus Sultan Azlan Shah, 35900, Perak Darul Ridzuan, MalaysiaFollow
• Julia Lim JL, Namseoul University, 91 Daehak—ro Seonghwan—eup Seobuk-gu Cheonan–si Chungcheongnam do Republic of Korea, South KoreaFollow
• Neni Wahyuningtyas, Universitas Negeri MalangFollow

Abstract

Background: Learning management systems (LMS) in higher education often function as static content repositories without a pedagogical flow connecting content to students’ lived experiences. An instructional audit of Sipejar at Universitas Negeri Malang revealed wide pedagogical gaps in design, interactivity, and personalization.

Objectives: This study developed PAPER-TEP, a six-stage, life-based instructional flow combining microlearning, reflection, authentic projects, and adaptive assessment within Sipejar, and examined its feasibility and its association with cognitive achievement, learner experience, and behavioral engagement.

Methods: Research and development followed the ADDIE framework, involving expert validation (3 experts), a limited trial (41 students), and a nonrandomized quasi-experimental field trial in five courses (N = 193; experimental n = 116, control n = 77). Data included a cognitive test, a learner experience questionnaire, and server logs. Groups were compared with Welch’s t-test.

Results: Experts rated the model very feasible (91.0%). System Usability Scale scores rose from 55.0 to 77.5 in the limited trial and from 54.2 to 78.6 in the field trial. The experimental group scored higher at post-test (M = 84.60 vs. 71.35; Welch t(134.1) = 12.15, p < .001, Hedges’ g = 1.87) and showed higher engagement indicators: longer average sessions (18.5 vs. 4.2 minutes), more forum posts per student (4.8 vs. 1.1), higher module completion (94.5% vs. 68.2%), and more timely task submission (92.1% vs. 71.4%). Technology alignment received the highest expert rating (94.0%) and handbook readability the lowest (88.0%), which prompted a revision of the handbook’s language. 

Conclusions: PAPER-TEP appears feasible and usable and was associated with higher achievement and engagement in this single-institution, nonrandomized trial. Because classes were not randomized and analyses used group-level summaries, effects are preliminary; causal and generalizable claims require bettercontrolled replication.

First Page

283

Last Page

302

Recommended Citation

Juharyanto, J., Rochmawati, R., Listiawan, T., Purnomo, A., Mantara, A. Y., Yani, A., Binti Syariff M. Fuad, D. R., Lim, J., & Wahyuningtyas, N. (2026). LMS-Integrated PAPER-TEP Learning Model Support in Distance Learning Transformation in Higher Education. Jurnal Pendidikan dan Pembelajaran, 33(2), 283-302.
DOI: https://doi.org/https://doi.org/10.17977/2580-2313.1163
Available at: https://citeus.um.ac.id/jpp/vol33/iss2/8