scholarly journals IMPLEMENTATION OF INTERACTIVE MULTIMEDIA LEARNING BASED ON COGNITIVE LOAD THEORY IN GRADE 5 STUDENTS OF ELEMENTARY SCHOOL

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Rissa Prima Kurniawati ◽  
Fida Rahmantika Hadi ◽  
Vivi Rulviana
Keyword(s):  
Elementary Schools ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Mathematics Learning ◽  
School Students ◽  
Average Value ◽  
Load Theory ◽  
Grade 5

Mathematics learning in elementary schools is usually only one-way, teacher-centered, teachers only explain the material, and using existing media in the school,, students just listen and perform tasks given by the teacher. This resulted in students' understanding of math lessons and their learning achievement decreases. Therefore needed a good media that is interactive multimedia learning based on Cognitive Load Theory (CLT). This study aims to describe the application of interactive multimedia learning based on Cognitive Load Theory (CLT) on students of grade 5 SDN 3 Klegen. This research is a qualitative research. The subjects in this study are students of grade 5 SDN 3 Klegen Madiun City. Based on the results of research, on learning by using interactive learning multimedia based cognitive load theory (CLT) is divided into three activities, namely the initial activities, core activities, and closing activities. The average result of the questionnaire score was 88.27%, so the questionnaire was considered good. And also the average value of class 5 SDN 3 Klegen of 78,5 from total 26 students. Students who get grades under the KKM that is 70 as many as 4 students from 26 students. It shows that 84.61%, so it can be concluded that the most students already understand the material of cube and beam volume.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

scholarly journals Application of Interactive Multimedia-Based Mathematics Learning Media to Increase Students' Interest in Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 3153-3161
Author(s):  
Dwianti Putri Amelia ◽  
Amin Harahap
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Average Value ◽  
Learning Mathematics ◽  
Post Test

This study aims to overcome students' low interest in learning mathematics by using interactive multimedia learning models to increase students' interest in learning mathematics in class VII MTS PP ATH-TOHIRIYAH Gunung Selamat in the midst of the Corona Virus outbreak. With the application of this interactive multimedia learning model, it is hoped that it will increase students' interest in learning mathematics. The research method used in this study is a quantitative method with a class action method. In this study, the authors analyzed the data from the pre-test and post-test scores from both classes. The population in this study were all students of MTS PP ATH-TOHIRIYAH Gunung Selamat grade VII, totaling 40 students. The sampling technique used is probability sampling using cluster sampling. From the results of data analysis, it is known that there is a difference between the average value of student learning outcomes before and after the implementation where the average value of the experimental pre-test is 56.60% and the control pre-test is 66.70% and becomes 86.55% for the experimental post-test and 75.30% for the control post-test. The experimental class increased by 29.95%, while the control class only increased by 8.60%. Based on the results of research and data processing that have been discussed, it can be concluded that the application of the interactive multimedia-based mathematics learning process has an impact on student learning interest in terms of student learning outcomes.

scholarly journals PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBASIS COGNITIVE LOAD THEORY (CLT) PADA MATERI VOLUME KUBUS DAN BALOK DI SEKOLAH DASAR

2018 ◽  
Vol 7 (2) ◽  
pp. 314
Author(s):  
Rissa Prima Kurniawati ◽  
Fida Rahmantika Hadi ◽  
Vivi Rulviana
Keyword(s):  
Data Analysis ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Interactive Multimedia ◽  
Interactive Learning ◽  
Fifth Grade ◽  
Validation Data ◽  
Is Research ◽  
Load Theory ◽  
Teachers And Students

This research aims to describe the development of interactive learning multimedia based on cognitive load theory (CLT) in the fifth grade of elementary school. This type of research is research and development (R & D). The methods of collecting the data in this research were questionnaires, and interviews. This questionnaire is used to determine the response of students after using interactive multimedia based on CLT. Meanwhile this interview was conducted to find out the responses, comments, and suggestions of teachers and students after using interactive multimedia based on CLT. The validity of the results of the validation data analysis from this material expert was 87.50% and the validity of the validation data from this media expert was 85.71%. It shows that the material in CLT-based learning multimedia is valid and ready to be implemented. And the average questionnaire score at SDN 3 Taman was 88.27%, so the results of the questionnaire were declared good. The advantages of this CLT-based interactive learning multimedia are this multimedia display is very interesting, the material is presented more interesting, and the menus that are presented are easy to understand.

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