SIGNALING REDUCE EXTRANEOUS COGNITIVE LOAD FROM SPLIT ATTENTION EFFECTS

Irda Rafiah, Universitas Negeri Yogyakarta
Endah Retnowati, Universitas Negeri Yogyakarta, Indonesia

 10.21831/jpm.v10i3.21761

Abstract


Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh signifikan antara pembelajaran menggunakan teknik split-attention dengan signaling dan integrated ditinjau dari kemampuan retensi, transfer dan cognitive load. Dalam materi teorema sudut yang digunakan memiliki karakteristik yang menyajikan gambar dan uraian, sehingga diperlukan signaling dalam membantu siswa dalam memahami materi. Jenis penelitian ini adalah eksperimen, dengan menggunakan posttest-only control group design yang melibatkan 64 siswa kelas VII pada salah satu SMP di Kabupaten Sleman tahun ajaran 2023/2024 dengan kategori novice leaners. Teknik analisis data yang digunakan pada penelitian ini adalah ANCOVA dengan taraf signifikansi 0,05 dan menggunakan nilai ulangan sebelumnya (materi sistem pertidaksamaan linier satu variabel) sebagai variabel kovariat. Instrumen yang digunakan dalam penelitian ini  berupa soal tes kemampuan retensi, kemampuan transfer, dan self-rating scale untuk mengetahui cognitive load siswa. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan pengaruh signifikan antara pembelajaran menggunakan teknik split-attention dengan signaling dan integrated ditinjau dari kemampuan retensi, transfer dan cognitive load. Pembelajaran worked example dengan penyajian terpisah yang diberi signaling pada materi teorema sudut sama dengan worked example yang terintegrasi.

Keywords


Cognitive Load Theory, Signaling, Split Attention, Worked Example

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DOI: https://doi.org/10.21831/jpm.v10i3.21761

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