DEVELOPMENT OF E-LEARNING TEACHING MATERIALS ON MATRICES BASED ON COGNITIVE LOAD THEORY

Learning will be effective if it can minimize extraneous cognitive load because students' understanding can be improved and stored in long-term memory. The purpose of this study was to determine the development of e-learning teaching materials on matrices based on cognitive load theory that is valid, practical, and effective. The development of this teaching material uses e-LKS (electronic student worksheet) with the help of a liveworksheet and presents example-based learning. This study uses the ADDIE development model. The development steps used are (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. Valid test based on expert judgment shows that e-learning teaching materials on matrices based on cognitive load theory get an average of 4.25 with very valid category so that this teaching material is feasible to use. The practicality test based on the student response questionnaire showed that this teaching material obtained an average of 79.7% with a good category, and the evaluation test showed that this teaching material obtained an average of 78.6% with student completeness in learning so it can be concluded that e-learning teaching materials on matrices based on cognitive load theory can be said to be effective.

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Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v5i1.12149 ◽

2018 ◽

Vol 5 (1) ◽

pp. 73

Author(s):

Hanifa Prahastami Pambayun ◽

Endah Retnowati

Keyword(s):

High School ◽

Problem Solving ◽

Cognitive Load ◽

Cognitive Load Theory ◽

Instructional Materials ◽

Teaching Materials ◽

Problem Solving Skills ◽

Load Theory ◽

Study Results

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak 100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

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Cognitive Load Theory: An Applied Reintroduction for Special and General Educators

Teaching Exceptional Children ◽

10.1177/00400599211048214 ◽

2021 ◽

pp. 004005992110482

Author(s):

Michael J. Kennedy

Keyword(s):

Cognitive Load ◽

Students With Disabilities ◽

Cognitive Load Theory ◽

General Educators ◽

Cognitive Capacity ◽

Long Term Memory ◽

Load Theory ◽

New Information ◽

Attention To Students ◽

Key Aspects

There are numerous reasons why students with disabilities struggle in school. A key reason is professionals in the field may not pay enough attention to students’ overwhelmed cognitive capacity. Cognitive load theory explains that all humans have limited capacity at any given time to use their auditory, visual, and tactile inputs (independently or collectively) to acquire new information and store it in long-term memory. When available cognition is overwhelmed – which can be caused by any number of reasons – learning cannot occur. In this article, we introduce the key aspects of cognitive load theory and give specific examples of how special educators can use this information to shape their instruction to support students’ unique needs.

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Optimizing Physicians’ Instruction of PACS Through E-Learning: Cognitive Load Theory Applied

Journal of Digital Imaging ◽

10.1007/s10278-007-9089-5 ◽

2007 ◽

Vol 22 (1) ◽

pp. 25-33 ◽

Cited By ~ 6

Author(s):

P. Devolder ◽

B. Pynoo ◽

T. Voet ◽

L. Adang ◽

J. Vercruysse ◽

...

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Load Theory ◽

E Learning

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Application of Cognitive Load Theory in Accounting Education

International Journal of Accounting and Financial Reporting ◽

10.5296/ijafr.v8i4.13744 ◽

2018 ◽

Vol 8 (4) ◽

pp. 197 ◽

Cited By ~ 1

Author(s):

Seedwell T. M. Sithole

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Empirical Studies ◽

Cognitive Architecture ◽

Worked Examples ◽

Detailed Examination ◽

Accounting Education ◽

Accounting Students ◽

Long Term Memory ◽

Load Theory

The field of accounting education has recently adopted cognitive load theory (CLT), which originated in educational psychology. There are several empirical studies inspired by CLT which have demonstrated the practical implications of this theory. Although some articles have addressed the relationship of CLT and accounting education, none have considered the integration of the design principles and provide practical guidelines accounting educators may follow. Three techniques are described, by which educators may do so: (a) minimising instructional procedures that splits the attention of students, (b) tailoring instruction to levels of accounting students' expertise, and (c) minimising problem-solving exercises and utilising more worked examples. A detailed examination of these 3 techniques indicates that they assist students’ understanding of accounting. These techniques are not applicable to all accounting learners but are more appropriate to accounting students learning a specific topic for the first time than to expert learners (e.g., final year students who have been introduced to the accounting topic). All 3 guidelines are based on the importance CLT places on the human cognitive architecture, particularly our knowledge of working and long-term memory, schema construction and automation, and the different types of cognitive load affecting the students to absorb and retain information.

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Revisiting cognitive load theory: second thoughts and unaddressed questions

Scientia Medica ◽

10.15448/1980-6108.2020.1.36918 ◽

2020 ◽

Vol 30 (1) ◽

pp. e36918

Author(s):

Jimmie Leppink

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Retrieval Practice ◽

Educational Practice ◽

Worked Examples ◽

Health Science ◽

Future Research ◽

Long Term Memory ◽

Load Theory ◽

Completion Problem

In cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter.

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