ANALISIS BEBAN KOGNITIF SISWA SMA SESUAI GAYA BELAJAR VARK PADA PRAKTIKUM DUNIA TUMBUHAN MENGGUNAKAN LKS BERGAMBAR

• Main Author: Harsyaniati, - (Author)
• Format: Book
• Published: 2018-07-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Beban kognitif terjadi ketika kapasitas memori kerja otak tidak mencukupi untuk menerima dan mengolah informasi. Beban kognitif terdiri dari tiga komponen yaitu, Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), dan Germane Cognitive Load (GCL). ICL dipengaruhi oleh kompleksitas materi pelajaran yang tinggi. ECL dipengaruhi oleh desain dan perangkat pembelajaran yang tidak sesuai sehingga tidak dapat memfasilitasi siswa, sedangkan GCL erat kaitannya dengan kemampuan siswa untuk membentuk skema kognisi yang baru. Penelitian ini bertujuan untuk menganalisis total beban kognitif (CLT) siswa SMA sesuai gaya belajar VARK pada praktikum dunia tumbuhan menggunakan LKS bergambar. Metode penelitian yang digunakan adalah Quasy Experiment dengan desain penelitian Post-Test Only with Non-Equivalent Group. Subjek penelitian merupakan siswa kelas X peminatan MIA di SMAN 22 bandung, dengan jumlah rincian kelas penelitian sebanyak 31 siswa. Identifikasi preferensi gaya belajar siswa menggunakan The VARK Questionnare-The Younger Version 7.1 yang telah dimodifikasi. Beban intrinsic siswa dijaring melalui instrumen Task Complexcity Worksheet, beban extraneous siswa dijaring melalui instrumen angket Subjective Rating Scale, dan beban germane siswa dijaring melalui Test soal penalaran Marzano berbentuk pilihan ganda. Hasil penelitian menunjukkan terdapat 13 pola preferensi gaya belajar pada kelas penelitian. Siswa pada kelas penelitian memiliki beban kognitif yang rendah, khususnya pada kelompok siswa yang memiliki tipe gaya belajar dominan visual, kinestetik, dan kombinasi keduanya.;--Cognitive load occurs when the capacity of working memory is overloaded to receive and process information. The cognitive load consists of three components: Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL). ICL have associate with the complexcity of the subject matter. ECL areinfluenced by designs and learning devices that can not facilitate students, while GCL is closely related to students' ability to form new cognitive schemes. This research aims to analyze total cognitive load (CLT) of senior high school students according to the VARK learning styles on the practicum of the plant world using students worksheet pictorial. Thisstudyused Quasy Experiment method with Post-Test Only design Non-Equivalent Group. The participants wereselected from all cognitive load of student in class MIA program X at SMAN 22 Bandung, with detail 31 students asexperimental class. Identification of students' learning style using The VARK Questionnare-The Younger Version 7.1 that has been modified. ICL is measured through Task Complexcity Worksheet instrument, ECL is measured through Subjective Rating Scale Questionnaire instrument, and GCL is measured through multiple-choice Post-Test reasoning questions. The results showed there were 13 patterns of learning style preferences in the study class. The total cognitive load in the experimental class is low, especially in the group of students who have visual dominant learning style, kinesthetic, and a combination of both.

Item Description

http://repository.upi.edu/36527/1/S_BIO_1406429_Title.pdf
http://repository.upi.edu/36527/2/S_BIO_1406429_Abstract.pdf
http://repository.upi.edu/36527/3/S_BIO_1406429_Table_of_Content.pdf
http://repository.upi.edu/36527/4/S_BIO_1406429_Chapter1.pdf
http://repository.upi.edu/36527/5/S_BIO_1406429_Chapter2.pdf
http://repository.upi.edu/36527/6/S_BIO_1406429_Chapter3.pdf
http://repository.upi.edu/36527/7/S_BIO_1406429_Chapter4.pdf
http://repository.upi.edu/36527/8/S_BIO_1406429_Chapter5.pdf
http://repository.upi.edu/36527/9/S_BIO_1406429_Bibliography.pdf
http://repository.upi.edu/36527/10/S_BIO_1406429_Appendix.pdf