PENGARUH INTEGRASI CHUNKING TECHNIQUE DAN CONCEPT MAP TERHADAP BEBAN KOGNITIF DAN LEVEL OF THINKING SISWA SMP PADA MATERI KALOR DAN PERPINDAHANNYA - Anna Nurul Alfyah, - (2023)
Siswa sekolah dapat kembali belajar di sekolah pada masa post-pandemic. Siswa telah melaksanakan pembelajaran jarak jauh melalui pembelajaran daring. Pelaksanaan pembelajaran daring dapat membatasi proses pembelajaran karena situasi belajar yang berbeda dengan proses pembelajaran di sekolah. Perbedaan kondisi belajar yang dialami siswa selama pembelajaran jarak jauh dapat memberikan pengaruh pada siswa, terutama Level of Thinking dan beban kognitif yang dialami siswa. Pada penelitian ini dilakukan analisis mengenai implementasi concept map dan chunking technique untuk mengatasi beban kognitif dan efeknya terhadap Level of Thinking. Penelitian dilakukan dengan metode quasi experiment dengan desain pre-test and post-test control group. Partisipan dari penelitian ini merupakan 70 siswa SMP kelas 7 yang terbagi menjadi kelompok kontrol dan eksperimen. Naïve subjective rating scale digunakan untuk mengukur beban kognitif dan Level of Thinking test untuk mengukur Level of Thinking sebelum dan setelah intervensi. Kelompok eksperimen memiliki skor beban kognitif yang lebih rendah dibandingkan kelompok kontrol. Rata-rata skor Level of Thinking menunjukkan tidak adanya perbedaan yang signifikan, tetapi siswa kelompok eksperimen memiliki pencapaian level yang lebih baik dibandingkan kelompok kontrol. Hasil menunjukkan bahwa concept map dan chunking technique dapat digunakan untuk mengatasi beban kognitif dan meningkatkan pemahaman konten pada siswa. Selain itu, concept map dan chunking technique dapat digunakan secara mandiri oleh siswa siswa untuk belajar mandiri. Kata kunci: beban kognitif, Level of Thinking, chunking technique, segmenting principle, peta konsep, post-pandemic learning Currently, students are allowed to back to school for learning in this post-pandemic. For months, students were forced to do remote learning through online classes. As the social restriction limits the learning process unlike the real classroom situation, it is expected that online learning would impact students' cognitive load and Level of Thinking. This study investigated the effect of junior high school students' cognitive load and Level of Thinking during heat topic. The method of this research was a quasi-experiment with a pre-test and post-test control group design. The participants were 70 students in seventh grade which divided into two groups. The naïve subjective rating scale was used to measure cognitive load which is consist of Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL). Level of Thinking test instrument is used to measure students' Level of Thinking before and after the intervention. The experimental group which used concept map and chunking technique during learning scored lower on cognitive load than the control group. The average scores of the experimental group's ICL and ECL were lower than the control group, whereas the average score of GLC was higher than the control group. However, there's no differences of Level of Thinking scores, but experimental group achieved better on mastery level. The findings suggested that the concept map can be used to reduce students' cognitive load and to increase learning achievement and as a learning tool, it can be used in the classroom or during self-learning sessions in remote education. Keywords: cognitive load, Level of Thinking, chunking technique, segmenting principle, concept map, post-pandemic learning