Chunking Technique with Writing is Thinking to Control Students' Extraneous Cognitive Load

Meirin Dwiningtyas Putri, Adi Rahmat, Yayan Sanjaya

Abstract


Extraneous cognitive load (ECL) is a related to the design or learning strategies in learning activities. This study aims to control students’ extraneous cognitive load by using chunking technique with writing is thinking in the human reproductive system learning. This research was conducted at one of the Senior High School in Tasikmalaya City for the 2020/2021 academic year. The research method used quasi-experimental with posttest only control group design. The research subjects were 56 samples divided into two groups, namely the experimental group (28 students) and the control group (28 students). The instrument used in this research is a subjective rating scale questionnaire with a scale of 1 to 8 including indicators of the student responses about the learning strategies used and student responses to the given task. The results showed that the students’ extraneous cognitive load of the experimental group was lower than the control group. Based on the result of statistic analysis using SPSS version 23 software, the students’ extraneous cognitive load between the experimental group and the control group was significantly different


Keywords


Extraneous Cognitive Load, Human Reproductive System, Chunking Technique Writing is Thinking

rticle

References


Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth Edi). Pearson.

Fontain, S., & Doyle, K. E. (2012). Learning by Chunking. Encyclopedia of the Science Learning, 1814–1817. https://doi.org/http://doi.org/10.1007/978-1-4419-1428-6_1042

Garnasih, T. (2018). Kemampuan Siswa dalam Mengelola Extraneous Cognitive Load Pada Pembelajaran Klasifikasi Tumbuhan Menggunakan Apresepsi Tayangan Video. BioEdUIN: Jurnal Program Studi Pendidikan Biologi, 8(2).

Greenstein, G. (2013). Writing is thinking: Using writing to teach science. Astronomy Education Review, 12(1). https://doi.org/10.3847/AER2012037

Harahap, F. D. S., & Nasution, M. Y. (2018). Analisis Kesulitan Belajar Siswa Pada Materi Virus di Kelas X MIPA SMA Negeri 1 Rantau Selatan Tahun Pembelajaran 2017/2018. Jurnal Pelita Pendidikan, 6(2), 71–78.

Jong, T. De. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38, 105–134. https://doi.org/10.1007/s11251-009-9110-0

Juanengsih, N., Rahmat, A., Wulan, A. R., & Rahman, T. (2018). Pengukuran Beban Kognitif dalam Perkuliahan Biologi Sel. Edusains, 10(1), 168–174.

Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and Validation of Two Instruments Measuring Intrinsic , Extraneous , and Germane Cognitive Load. Frontiers in Psycology, 8(November), 1–18. https://doi.org/10.3389/fpsyg.2017.01997

Klepsch, M., & Seufert, T. (2020). Understanding Intructional Design Effect by Differentiated Measurement of Intrinsic, Extraneous, and Germane Cognitive Load. In Instructional Science (Vol. 48, Issue 1). Springer Netherlands. https://doi.org/10.1007/s11251-020-09502-9

Kusuma, R. D., Rohman, F., Syamsuri, I., Biologi, P., Malang, U. N., & Pembelajaran, P. (2017). Permasalahan dalam Pembelajaran Biologi pada Jurusan Pertanian di SMK Negeri 1 Kademangan Blitar. Prosiding Seminar Nasional III Tahun 2017 Universitas Muhammadiyah Malang, April, 133–136.

Leonard, L. (2015). Cognitive load and Asperger ’ s : Teaching relevance. Journal of Student Engagement: Education Matters, 5(1), 12–17. https://ro.uow.edu.au/jseem/ vol5/iss1/3

Mayasari, N. (2017). Beban Kognitif dalam Pembelajaran Persamaan Deferensial dengan Koefisien Linier di IKIP Bojonegoro Tahun Ajarana 2016/2017. Jurnal Silogisme : Kajian Ilmu Matematika Dan Pembelajarannya, 2(1), 1. https://doi.org/10.24269/js.v2i1.507

Nurismawati, R., Rahmat, A., & Siahaan, P. (2021). Writing is Thinking as A Strategy Against Students’ Extra Cognitive Load In Light and Optics Online Learning. In Pedagogical Innovations in Education (pp. 107–113).

Putri, I. I. (2018). Hubungan Komponen Usaha Mental (UM) dan Menerima Mengolah Informasi (MMI) pada Proses Pembelajaran Biologi. Bioilmi, 4(2), 53–61.

Putri, I. I., & Ferazona, S. (2019). Analisis Usaha Mental (UM) Mahasiswa sebagai Gambaran Extranous Cognitive Load (ECL) dalam Kegiatan Perkuliahan Pendidikan Biologi. Perspekstif Pendidikan Dan Keguruan, X(2), 67–72.

Rahmat, A., & Hindriana, A. F. (2014). Beban Kognitif Mahasiswa dalam Pembelajaran Fungsi Terintegrasi Struktur Tumbuhan Berbasis Dimensi Belajar. 66–74.

Raida, S. A. (2018). Identifikasi Materi Biologi SMA Sulit Menurut Pandangan Siswa. Journal Biology Education, 1(2), 209–222.

Scharfenberg, F. J., & Bogner, F. X. (2013). Teaching Gene Technology in an Outreach Lab: Students’ Assigned Cognitive Load Clusters and the Clusters’ Relationships to Learner Characteristics, Laboratory Variables, and Cognitive Achievement. Research in Science Education, 43(1), 141–161. https://doi.org/10.1007/s11165-011-9251-4

Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 285, 257–285. http://onlinelibrary.wiley.com/doi/10.1207/s15516709cog1202_4/abstract

Van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44(1), 85–93. https://doi.org/10.1111/j.1365-2923.2009.03498.x




DOI: https://doi.org/10.20961/bioedukasi-uns.v15i1.57407

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Bioedukasi: Jurnal Pendidikan Biologi




BIOEDUKASI: Jurnal Pendidikan Biologi

Print p-ISSN: 1693-265X
Online ISSN: 2549-0605
Website: https://jurnal.uns.ac.id/bioedukasi
Email: bioedukasi@fkip.uns.ac.id
Published by: Department of Biology Education,Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta