EVALUASI PENERIMAAN TEKNOLOGI DAN DINAMIKA PSIKOLOGIS PENGGUNA TERHADAP IMPLEMENTASI SISTEM UJIAN BERBASIS WEB (STEP UP) DI FAKULTAS PSIKOLOGI

Abstract

Transitioning to Computer-Based Testing (CBT) in higher education is often hindered by the high cognitive load on instructors due to system complexity and students' technical anxiety. This study aims to evaluate the practicality of implementing the Automated Psychology Evaluation System for Education Units (STEP UP) as a self-based CBT platform using Google Workspace, as well as its impact on users' psychological experiences. Using a descriptive survey design with a mixed-methods approach, operational perception data and qualitative feedback were collected from the academic community of the Faculty of Psychology, consisting of students (N=27) and lecturers (N=9). The evaluation results show a high level of acceptance in both groups. Instructors affirmed that the automated recap features significantly reduce administrative burden, which, within the TPACK framework, demonstrates the optimization of Technological Pedagogical Knowledge (TPK). On the other hand, students reported that system stability and full-screen security features reduce extra cognitive load, mitigate exam anxiety, and increase confidence in the fairness of assessments in line with Bandura's reciprocal determinism principle. Nevertheless, the evaluation also identified gaps in the teachers' Technological Content Knowledge (TCK) dimension during the question data migration process, as well as limited student metacognitive monitoring capabilities due to the absence of a question marking feature (“doubtful”). This study concludes that the effectiveness of assessment technology does not merely depend on the information system's functionality, but on the alignment of interface design with cognitive load principles and metacognition behavior in educational psychology.