scholarly journals Managing LearningThrough Mathematical Literacy Based on Cognitive Load

2021 ◽  
Vol 12 (5) ◽  
pp. 153-160
Author(s):  
Andes Safarandes Asmara, St Budi Waluya, Hardi Suyitno, Iwan Junaedi
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Difficulty Level ◽  
Thought Process ◽  
Mathematical Literacy ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
Germane Cognitive Load

The object of mind is something that must be taught by the teacher to the student in the form of learning, or we know that the teaching is the process ofinteraction between students, between students and teachers, and learning resources in the learning environment so that with it we as educators need to optimize thestudent's thought process so that students can be optimal for information. There are three sources of how students obtain optimization in the learning process, namely: intrinsic cognitive load (dependingon the difficulty level of amaterial), extraneous cognitive load (depending on the presentation of thematerial) and germane cognitive load (whichis imposed by teaching methods that lead to better learning outcomes). the results showed that the interactive element is well managed and extraneous cognitive load is suppressed to a mable so that it creates a large enough germane cognitive load.

scholarly journals Beban Kognitif Siswa Pada Materi Pencemaran Lingkungan Berbantuan Prezi Application

BIODIK ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233-243
Author(s):  
Eka Lesmana Sari ◽  
Billyardi Ramdhan ◽  
Sistiana Windyariani
Keyword(s):  
Middle School ◽  
Cognitive Load ◽  
Environmental Pollution ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Multiple Choice Questions ◽  
Load Profile ◽  
Extraneous Cognitive Load ◽  
Average Value ◽  
Germane Cognitive Load

Cognitive load profile is a theory used to study the limitations of working memory in receiving and processing new information obtained by students, mental effort owned by students and student learning outcomes after learning learning that has been conveyed. This research is a qualitative descriptive study which aims to find out the cognitive load profile of students in grade VII of Sukabumi City Public Middle School on environmental pollution material which was carried out in April in the 3rd week in one of the Sukabumi City Negri Secondary Schools. This study is to describe the emergence of the cognitive load profile of students in environmental pollution material with the help of prezi application. The sample used in this study were 40 students. The instrument used in the study of 16 problem questions according to indicators developed by Marzano to describe ICL, 8 questionnaires during the delivery of environmental pollution material assisted with the Prezi application to describe the ECL and 25 multiple choice questions according to indicators developed by marzano to describe GCL. The results of the study illustrate that the cognitive load profile of Grade VII students of Sukabumi City Negri Middle School in the academic year 2019/2020 illustrates the results of instrisic cognitive load (ICL) in receiving and processing information that has a high average value of 81.25 shows the profile of cognitive load owned by low students, then the results depicted from extraneous cognitive load (ECL) in the mental effort of students obtain an average value of 65.2 it illustrates the cognitive load profile possessed by students and finally the learning outcomes By using Germane cognitive load (GCL), students get an average value of 63, which is the same as ECL, which illustrates students' 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 informasi baru yang diperoleh. Adapun tujuan penelitian itu sendiri yaitu untuk mendapatkan gambaran dalam mendeskripsikan munculnya beban kognitif siswa pada pembelajaran materi pencemaran lingkungan dengan berbantuan aplikasi prezi. Penelitian ini bersifat deskriptif kualintatif. Metode pengumpulan data yaitu dengan soal pilihan ganda, kuisioner dan test soal uraian.  Subjek penelitian ini yaitu siswa SMPN 06 Kota Sukabumi kelas VII ajaran 2019/2020 sebanyak 40 orang. Untuk menggambarkan instrisic cognitive load (ICL) yaitu kurang menguasai konsep siswa memperoleh hasil nilai rata-rata 81,25, usaha mental siswa untuk menggambarkan extraneous cognitive load (ECL) yaitu kurang memahami gambar atau soal dengan kuisioner siswa memperoleh nilai rata-rata 62,5 dan hasil belajar dengan menggunakan germane cognitive load (GCL) yaitu siswa dapat mengingat kembali ingatan yang telah lalu dan dapat menerapkannya dalam soal berbentuk pilihan ganda siswa memperoleh nilai rata-rata 68.

scholarly journals Using Different Assessment Indicators in Supporting Online Learning

2021 ◽  
Author(s):  
Yew Kee Wong
Keyword(s):  
Online Learning ◽  
Statistical Analysis ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Learning System ◽  
Difficulty Level ◽  
Learning Methods ◽  
Analysis Algorithm ◽  
Efficient Learning

The assessment outcome for many online learning methods are based on the number of correct answers and than convert it into one final mark or grade. We discovered that when using online learning, we can extract more detail information from the learning process and these information are useful for the assessor to plan an effective and efficient learning model for the learner. Statistical analysis is an important part of an assessment when performing the online learning outcome. The assessment indicators include the difficulty level of the question, time spend in answering and the variation in choosing answer. In this paper we will present the findings of these assessment indicators and how it can improve the way the learner being assessed when using online learning system. We developed a statistical analysis algorithm which can assess the online learning outcomes more effectively using quantifiable measurements. A number of examples of using this statistical analysis algorithm are presented.

scholarly journals Supporting factors in the aqidah-akhlaq teaching and learning process (study at islamic senior high schools in West-South Aceh regions)

2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
The Subject

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.

scholarly journals PEMBELAJARAN BERBANTUAN MULTIMEDIA BERDASARKAN COGNITIVE LOAD THEORY PADA PELAJARAN MATEMATIKA SD

2016 ◽  
Vol 4 (01) ◽  
Author(s):  
Rissa Prima Kurniawati
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Opportunity To Learn ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Audio Video

<p>Multimedia is media that combine two or more elements are composed of text, graphics, images, photographs, audio, video, and animation are integrated. In multimedia-assisted learning, students are given the opportunity to learn not only of learning resources such as teachers, but give the opportunity to students to develop better cognitive, creative, and innovative. Cognitive Load Theory is a theory that was introduced as a teaching theory based on the knowledge of human cognitive architecture that we have. The main principle of Cognitive Load Theory is the quality of learning is enhanced if attention is concentrated on the role and limitations of working memory. Three cognitive load in working memory, which is intrinsic cognitive load, Germany cognitive load, and extraneous cognitive load.</p><p> </p><p><strong>Keywords</strong>: Multimedia, Cognitive Load Theory, intrinsic cognitive load,<strong> </strong>Germany cognitive load, and extraneous cognitive load.</p><p> </p>

scholarly journals DINAMIKA METODE MENGAJAR GURU MENGGUNAKAN SARANA DAN PRASARANA SEKOLAH

2020 ◽  
Vol 2 (2) ◽  
pp. 88-95
Author(s):  
Sarmauli Heryanti Siregar ◽  
Abai Manupak Tambunan
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teacher Performance ◽  
School Facilities ◽  
Student Learning Outcomes ◽  
Harvard University ◽  
Case Study Design ◽  
Teacher Creativity

Abstrak: Penelitian ini dilakukan untuk mengungkap berbagai dinamika metode mengajar guru dalam menggunakan sarana dan prasarana sekolah untuk menunjang proses pembelajaran. Pendekatan yang digunakan yaitu kualitatif dengan rancangan studi kasus. Hasil penelitian menunjukkan bahwa dinamika metode mengajar guru dalam menggunakan sarana dan prasarana sekolah masih pada kategori belum optimal yang dibuktikan dengan: (1) kurangnya pemahaman guru tentang pentingnya memanfaatkan sarana dan prasarana sekolah pada saat melaksanakan proses pembelajaran; dan (2) minimnya kreativitas guru dalam memanfaatkan sarana dan prasarana sekolah yang tersedia untuk mengembangkan potensi dan kreativitas siswa dalam menghasilkan produk-produk pembelajaran. Sehingga secara tidak langsung memiliki dampak, baik itu terhadap kinerja dan kreativitas guru maupun hasil dan prestasi belajar siswa di sekolah. Abstract: This research was conducted to reveal the various dynamics of teaching methods of teachers in using school facilities and infrastructure to support the learning process. The approach used is qualitative with a case study design. The results showed that the dynamics of teacher teaching methods in using school facilities and infrastructure were still in the suboptimal category as evidenced by: (1) the lack of understanding of teachers about the importance of utilizing school facilities and infrastructure when implementing the learning process; and (2) lack of teacher creativity in utilizing available school facilities and infrastructure to develop students' potential and creativity in producing learning products. So that indirectly has an impact, both on teacher performance and creativity as well as student learning outcomes and achievements in schools. References: Azhar, A. (2005). Media Pembelajaran. Jakarta: Raja Grafindo Persada. Barnawi & Arifin, M. (2012). Manajemen Sarana & Prasarana Sekolah. Jogyakarta : Ar-Ruzz Media. Husdarta, H. J. S. (2011). Manajemen pendidikan Jasmani. Bandung: Alfabeta. Mantja, W. (2007). Profesionalisasi Tenaga Kependidikan: Manajemen Pendidikan dan Supervisi  Pengajaran. Malang: Elang Mas. Mulyasa, E. (2008). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan Menyenangkan. Bandung: Remaja Rosdakarya. Nurseto, T. (2011). Membuat Media Pembelajaran yang Menarik. Jurnal Ekonomi dan Pendidikan, 8(1), 19-35. Peraturan Pemerintah (PP) Nomor 32 Tahun 2013 tentang Perubahan PP Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Roestiyah, N. K. (2001). Strategi Belajar Mengajar. Jakarta: Rineka Cipta. Schumpeter, J. A. (1934). The Theory of Strategi Economi Development. Cambridge: Harvard University Press. Sugiono. (2012). Metode Penelitian Pendidikan. Bandung: Alfabeta. Tambunan, A. M. (2020). Strategi SMP Terbuka dalam Meningkatkan Mutu. Jurnal Kelola: Manajemen Pendidikan UKSW, 7(1), 65-72. Tambunan, A. M., Huda, M. A. Y., & Degeng, I. N. S. (2017) Strategi Kepala Sekolah dalam Mengelola Konflik Menyikapi Dampak Negatif Penerapan Fullday School. Jurnal Pendidikan Universitas Negeri Malang, 2(6), 848-852. Trinato. (2010). Mendesain Pembelajaran Inovatif-Progresif. Jakarta: Kencana. Umaedi. (1999).  Manajemen Peningkatan Mutu Berbasis Sekolah. Jakarta: Ditjen Dikmasmen,  Depdiknas. Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. Warsono. (2003). Manajemen Keuangan Perusahaan. Malang: Bayu Media. Winataputra. (2007). Strategi Belajar Mengajar. Jakarta: Universitas Terbuka.

scholarly journals IMPROVE TECHNOPRENEURSHIP LEARNING OUTCOMES WITH COOPERATIVE LEARNING METHOD "FLASH CARD GAME" AND "QUIZ-QUIZ TRADE" AMONG VOCATIONAL HIGH SCHOOL STUDENT

2019 ◽  
Author(s):  
Hari Kurniawan
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Method ◽  
Vocational High School ◽  
Optimal Learning ◽  
Card Games ◽  
Conventional Teaching

Selection of teaching methods largely determine the quality of teaching in the learning process, to achieve the learning objectives required the use of an optimal learning method. This means that to achieve quality teaching, each teaching should be organized on a student with appropriate learning methods.One model of learning according to researchers who can improve the skills of process and student learning outcomes is a model of cooperative learning approach Flash card games and quiz - quiz trade, The advantages of cooperative learning model of the Flash card games and quiz - quiz trade is make material more attractiveto students.The learning process Flash card games and quiz - quiz trade push to listen, clarification, connect description between several variables, making predictions, dealing, communicate, and is responsible to give each member of the famil important group are discussed in academic activities.This is according to research Sakdiyah (2002) which states that students who are taught by the model of cooperative learning methods Flash card games and quiz - quiz trade have higher achievement than students taught using conventional teaching methods.

scholarly journals Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

2021 ◽  
Author(s):  
Alexander Skulmowski ◽  
Kate Man Xu
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Cognitive Load Theory ◽  
Major Influence ◽  
Digital Learning ◽  
Extraneous Cognitive Load ◽  
Positive Effects ◽  
Load Theory ◽  
Design Factors

AbstractCognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHTUNTUK MENINGKATKAN HASIL BELAJAR PKn SISWA KELAS VISDN 004 SIMPANG PULAI KECAMATAN UKUIKEBUPATEN PELALAWAN

2016 ◽  
Vol 5 (2) ◽  
pp. 312
Author(s):  
Slamet Riyadi
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Mastery Learning ◽  
Class Action ◽  
Model Data ◽  
Cooperative Model ◽  
Average Value ◽  
Conventional Teaching ◽  
Teachers And Students

The background of this study is the low learning outcomes PKn students of class VI SDN 004 Desa Simpang Pulai Kecamatan Ukui, that of the 30 students, only 15 students who completed the learning outcomes PKn, with the average value of 54 where KKM specified is 70 , 00. The cause of low learning outcomes is the passivity of students in the learning process, In addition, teachers are still using conventional teaching methods and teacher-centered. Based on this, the researchers conducted an increase learning outcomes through the application of the model. This study is a class action that aims to improve learning outcomes PKn as well as increase the activity of students in the learning process through the implementation of NHT type cooperative model. Data collection techniques used were observation activities of teachers and students, achievement test, and documentation. This study was conducted over two cycles. The data in this research is descriptive about the activities of teachers and students and learning outcomes in subjects PKn class VI student. The results of this study showed that the learning outcomes PKn increased each cycle. Preliminary data states that only 15 students or 50% were completed, the first cycle of mastery learning increased with the number of 26 students or 87%, and the second cycle increased mastery learning again with the number of 27 students or 90%.

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