Beban Kognitif Siswa Pada Materi Pencemaran Lingkungan Berbantuan Prezi Application
(Student Cognitive Load on Environmental Pollution Material Assisted by Prezi Application)
DOI:
https://doi.org/10.22437/bio.v6i3.9840Abstract
Cognitive load theory is a theory used to study the limitations of working memory in receiving and processing new information obtained by students, mental efforts owned by students and student learning outcomes after studying the learning that has been presented. The purpose of this study was to determine the cognitive load profile of students of class VII Junior High School Sukabumi on environmental pollution material with the help of prezi application. Qualitative descriptive research method with research subjects as many as 40 students. The instrument uses description questions, questionnaires, and multiple choice questions. The results of the study describe that the cognitive load profile of students' intellectual cognitive load (ICL) in receiving and processing information has a fairly high average value of 81.25. This shows that the cognitive load profile of students is low, then the results described from the extraneous cognitive load (ECL) in the mental efforts of students get an average value of 65.2. This illustrates that there is a cognitive load profile that is owned by students and finally the learning outcomes using germane cognitive load (GCL), where students get an average score of 63, this is the same as ECL which describes students as having a cognitive load profile because of the low value of learning outcomes. obtained by students.
Abstrak.Teori beban kognitif merupakan teori yang digunakan untuk mempelajari keterbatasan memori kerja dalam menerima dan mengolah informasi baru yang diperoleh peserta didik, usaha mental yang dimiliki oleh peserta didik dan hasil belajar peserta didik setelah mempelajari pembelajaran yang sudah disampikan. Tujuan Penelitian ini untuk mengetahui profil beban kognitif peserta didik kelas VII Sekolah Menengah Pertama Negeri Kota Sukabumi pada materi pencemaran lingkungan dengan berbantuan prezi application. Metode penelitian deskriptif kualitatif dengan subyek penelitian sebanyak 40 orang peserta didik. Instrumen menggunkan soal uraian, kuisioner, dan soal pilihan ganda. Hasil penelitian mendeskripsikan bahwa profil beban kognitif siswa instrisic cognitive load (ICL) dalam menerima dan mengolah informasi memiliki nilai rata-rata yang cukup tinggi yaitu 81,25. Hal tersebut menunjukkan profil beban kognitif yang dimiliki peserta didik rendah, kemudian hasil yang digambarkan dari extraneous cognitive load (ECL) dalam usaha mental peserta didik memperoleh nilai rata-trata 65,2. Hal tersebut menggambarkan terdapat profil beban kognitif yang dimiliki oleh siswa dan yang terakhir hasil belajar dengan menggunakan germane cognitive load (GCL) yaitu siswa memperoleh nilai rata-rata 63 hal tersebut sama dengan ECL yang menggambarkan peserta didik memiliki profil beban kognitif karena rendahnya nilai hasil belajar yang diperoleh peserta didik.
Downloads
References
Arifiya, N., & Hartini, S. (2020). Pemanfaatan Aplikasi Prezi di Lembaga Bimbingan Belajar Gama UI Cabang Duren Tiga Jakarta Selatan. Abdimas Siliwangi, 3(2), 238–244. https://doi.org/http://dx.doi.org/10.22460/as.v3i2p%25p.3754
Çıbık, A. S. (2009). The effect of the project based learning approach to the attitudes of students towards science lesson. Elementary Education Online, 8(1).
Dewi, K. P., & Latifah, L. (2016). Efektivitas Metode Problem Posing Berbantuan Media Prezi Untuk Meningkatkan Hasil Belajar Siswa Materi Jurnal Penyesuaian. Economic Education Analysis Journal, 5(1). https://doi.org/https://journal.unnes.ac.id/sju/index.php/eeaj/article/view/9985
Harahap, N. M. (2019). Pengaruh Model PBL Berbantuan Media Prezi dan Motivasi Terhadap Hasil Belajar Siswa Pada Materi Koloid. UNIMED.
Kalyuga, S. (2011). Informing: A Cognitive Load Perspective. Informing Sci. Int. J. an Emerg. Transdiscipl., 14, 33–45.
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. ERIC.
Moreno, R. (2006). When worked examples don’t work: Is cognitive load theory at an impasse? Learning and Instruction, 16(2), 170–181.
Moreno, R., Park, B., Plass, J. L., & Brünken, R. (2010). Cognitive load theory. In Historical Development and Relation to Other Theories, Dalam. Cognitive load theory. Cambridge: Cambridge University Press.
Nursit, I. (2015). Pembelajaran Matematika Menggunakan Metode Discovery Berdasarkan Teori Beban Kognitif. Jurnal Pendidikan Matematika (JPM), 1(1), 42–52.
Nurwanda, Y., Milama, B., & Yunita, L. (2020). Beban Kognitif Siswa Pada Pembelajaran Kimia di Pondok Pesantren. Jurnal Inovasi Pendidikan Kimia, 14(2), 2629–2641.
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63–71.
Rahmat, A., & Hindriana, A. F. (2014). Beban kognitif mahasiswa dalam pembelajaran fungsi terintegrasi struktur tumbuhan berbasis dimensi belajar. Jurnal Ilmu Pendidikan, 20(1).
Rohiman, R., & Anggoro, B. S. (2019). Penggunaan Prezi untuk Media Pembelajaran Matematika Materi Fungsi. Desimal: Jurnal Matematika, 2(1), 23–32. https://doi.org/https://doi.org/10.24042/djm.v2i1.3312
Rusman, R. (2017). Belajar dan Pembelajaran Berorientasi Standar Proses Pendidikan. In Jakarta: Kencana Prenada.
Sadikin, A. (2018). Penerapan jurnal belajar untuk meningkatkan motivasi belajar mahasiswa pada mata kuliah Dasar-Dasar dan Proses Pembelajaran Biologi. Bioeducation Journal, 2(1), 70–75.
Sadikin, Ali, & Hakim, N. (2019). Pengembangan Media E-Learning Interaktif Dalam Menyongsong Revolusi Industri 4.0 Pada Materi Ekosistem Untuk Siswa SMA. BIODIK, 5(2), 131–138. https://doi.org/https://doi.org/10.22437/bio.v5i2.7590
Sadikin, Ali, Kamid, K., & Hariyadi, B. (2013). Profil Berpikir Kritis Mahasiswa Tipe Phlegmatis dalam Pemecahan Masalah Biologi. Edu-Sains: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 2(2). https://doi.org/https://doi.org/10.22437/jmpmipa.v2i2.1670
Santyasa, I. W. (2006). Pembelajaran inovatif: Model kolaboratif, basis proyek, dan orientasi NOS. Semarapura: Makalah.
Siwa, I. B., & Muderawan, I. W. (2013). Pengaruh pembelajaran Berbasis Proyek dalam Pembelajaran Kimia terhadap Keterampilan Proses Sains ditinjau dari gaya kognitif siswa. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 3(2).
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. Cambridge University Press.
Zemmy, I. K. D. (2013). Upaya meningkatkan berfikir kreatif melalui pembelajaran kooperatif tipe tai berdasarkan teori beban kognitif. “ CAKRAWALA PENDIDIKAN†Published by" STKIP PGRI BLITAR", 15(2), 243–250.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Eka Lesmana Sari, Billyardi Ramdhan, Sistiana Windyariani
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:
- For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
