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All Journal Jurnal Pendidikan IPA Indonesia These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Rahmat, A.
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Student Cognitive Load in Teaching and Learning of Plant Tissue Using the Time-Based Resource Sharing Model Febriani, Maya Amelia; Rahmat, A.; Nuraeni, E.
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

One of the successes teaching and learning can reduce students’ cognitive load. The principle of applying cognitive load theory is using working memory which can be managed by a cognitive treatment through refresh memory from the psychological model of the Time-Based Resource Sharing Model (TBRS Model). The research method used is preexperiment was aim to determine students’ cognitive load in teaching and learning of plant tissue using the TBRS model. The total cognitive load consists of Intrinsic Cognitive Load (ICL) measured by task complexity worksheet, Extraneous Cognitive Load (ECL) measured by subjective rating scale, Germane Cognitive Load (GCL) measured by the cognitive system level 2 dan 3 (Marzano & Kendal, 2007), and interview as secondary data. The participants were 36 science students of Senior High School. The bivariate correlation test showed correlation between ECL and GCL is positive but not significant (0,171; α > 0.05); ECL and ICL is positive but not significant (0,073; α > 0.05); ICL and GCL is negative but not significant (- 0,104; α > 0,05). From these data, the formation of students' cognitive schemes described GCL is not clearly influenced by ICL or ECL so students still have a cognitive load. The results of student interviews showed this cognitive load does not consequence by the TBRS model but from the other factors such as difficult material and material presented partially. In addition, this situation also supported by the results of a questionnaire showed that students helped by refresh memory in the TBRS model. So there is still a cognitive load on students not due to malfunction of the TBRS model but due to other factors that have been explained above
The Relationship of Students’ Thinking Level and the Ability to Develop Proposition Network Representation of Human Nervous System in Modeling Based Learning (MbL) Kadarusman, L.; Rahmat, A.; Priyandoko, D.
Jurnal Pendidikan IPA Indonesia Vol 9, No 3 (2020): September 2020
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v9i3.24214

Abstract

The purpose of this research is to reveal the relationship of thinking level with the students’ ability to form a representation of proposition network on the human nervous system concept using modeling based learning. This was quantitative research with 30 science class’ students of grade XI from one private school in Bandung as the subject research, who learned using modeling-based learning (MbL). The instruments used to measure the thinking level were 19 numbers of multiple choices and 2 essays that were developed based on Marzano and Kendall’s level thinking indicator. The result of this research shows that the thinking level of senior high school’ students has reached L3 (analysis) with minimum standard mastery ≥70. The higher the expectation of students’ thinking level, the lower the minimum standard mastery will be reached. The correlation result showS no significant relationship between thinking level and the students’ ability to form a proposition network on the study of neuron structure and function (r= 0,075; p=0,692) with low concept complexity. The significant relationship between thinking level and the ability to form proposition representation is obtained during the study of the central nervous and peripheral nervous system (r= 0,506; p= 0,004) with higher concept complexity. It means the higher students’ thinking level, the better their abilities to form a proposition network. MbL could be recommended for learning biology concept especially abstract concept like the human nervous system. This research concluded that students’ thinking level reached level 3 (analysis) and MbL can facilitate a significant relationship between thinking level and the ability to form proposition networks if the concept taught has a higher complexity compared to the lower complexity concept.
Co-Authors E. Nuraeni Febriani, Maya Amelia Kadarusman, L. Priyandoko, D.