BEBAN KOGNITIF SISWA PADA PEMBELAJARAN EKOSISTEM SECARA DARING MENGGUNAKAN CHUNKED INFORMATION

• Main Author: Rahayu Meilawati, - (Author)
• Format: Book
• Published: 2021-08-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

ABSTRAK Strategi pembelajaran memiliki peran penting dalam mengendalikan beban kognitif siswa. Penerapan sistem pembelajaran daring mengharuskan guru menemukan strategi pembelajaran yang dapat digunakan dalam penyampaian materi. Berdasarkan hal tersebut, penelitian ini bertujuan untuk melihat keberfungsian penggunaan strategi pembelajaran chunked information dalam mengendalikan beban kognitif siswa pada pembelajaran ekosistem secara daring. Penelitian dilaksanakan dengan rancangan posttest only control group yang diimplimentasikan pada tiga kali pertemuan. Subjek penelitian adalah siswa SMA program MIPA sebanyak dua kelas, masing-masing sebanyak 30 siswa. Kelas pertama dirancang sebagai kelas eksperimen menggunakan chunked information pada pembelajarannya dan kelas kedua adalah kelas kontrol dengan pembelajaran konvensional. Beban kognitif, yang terdiri dari instrinsic cognitive load (ICL), extraneous cognitive load (ECL), dan germane cognitive load (GCL) diukur menggunakan instrumen berupa subjective rating scale dengan 7 skala Likert. Hasil penelitian menunjukkan bahwa penggunaan chunked information memiliki kecenderungan dapat mengendalikan beban kognitif siswa, terbukti dengan GCL siswa kelas eksperimen lebih tinggi dan berbeda signifikan dibandingkan GCL pada kelas kontrol (p = 0,005), ECL siswa kelas eksperimen lebih rendah dari ECL kelas kontrol, dan ICL siswa pada kedua kelas tidak berbeda siginifikan. Dapat disimpulkan bahwa beban kognitif siswa pada pembelajaran ekosistem kelas eksperimen dengan menggunakan strategi chunked information lebih rendah dibandingkan dengan kelas kontrol yang menerapkan pembelajaran konvensional. Kata kunci: beban kognitif, ekosistem, chunked information ABSTRACT Learning strategies have an important role in controlling students' cognitive load. The application of an online learning system requires teachers to find strategies that can be used in learning. Based on this, this study aims to see the functioning of the use of chunked information in controlling students' cognitive load in online ecosystem learning. The research has been carried out using a posttest only control group design which was implemented in three meetings. The research subjects were two classes of high school students in mathematics and natural science programs, each class consisted of 30 students. The first class is designed as an experimental class using chunked information in its learning and the second class is a control class with conventional learning. Cognitive load, which consists of intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and german cognitive load (GCL) was measured using an instrument in the form of a subjective rating scale with 7 Likert scales. The results showed that the use of chunked information had a tendency to control students' cognitive load, as evidenced by the GCL of the experimental class students being higher and significantly different than the GCL in the control class (p = 0.005), the experimental class students' ECL was lower than the control class's ECL, and ICL students in the two classes were not significantly different. In conclusion, the cognitive load of students in the experimental class ecosystem learning using the chunked information strategy is lower than the control class using conventional learning Keywords: cognitive load, ecosystem, chunked information

Item Description

http://repository.upi.edu/64654/1/S_BIO_1700311_Title.pdf
http://repository.upi.edu/64654/2/S_BIO_1700311_Chapter1.pdf
http://repository.upi.edu/64654/3/S_BIO_1700311_Chapter2.pdf
http://repository.upi.edu/64654/4/S_BIO_1700311_Chapter3.pdf
http://repository.upi.edu/64654/6/S_BIO_1700311_Chapter4.pdf
http://repository.upi.edu/64654/7/S_BIO_1700311_Chapter5.pdf
http://repository.upi.edu/64654/8/S_BIO_1700311_Appendix.pdf