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Rudi Susilana, Rudi
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Social Sciences Other

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Journal : Cakrawala Pendidikan

 1 
Can microlearning strategy assist students’ online learning? Rudi Susilana; Laksmi Dewi; Gema Rullyana; Angga Hadiapurwa; Nanda Khaerunnisa
Jurnal Cakrawala Pendidikan Vol 41, No 2 (2022): Cakrawala Pendidikan (June 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i2.43387

Abstract

The development of information and communication technology leads to the need for learning concepts and strategies following current conditions. In the higher education system, it is essential that educators must carefully consider the learning strategies of students' learning styles and cognitive loads. This study explores how microlearning strategies are applied to online learning to minimize students' cognitive load. It applies a qualitative approach by involving 45 students in the student mobility program who volunteered to participate in the research process. The data were collected through questionnaires, interviews, and document analysis of student learning outcomes. They were then validated by triangulation and analyzed by following an interactive data analysis model on applying microlearning strategies in online learning. The results showed that microlearning is an effective strategy to minimize students' cognitive load in online learning, including intrinsic, extraneous, and germane ones. The implementation of microlearning strategies in online learning eases students to understand the material; students are more flexible in learning because its strategy allows students to decide their readiness to learn. This strategy enables students to manage the unproductive cognitive load and stimulate the germane cognitive load. Hence, their learning outcomes fall into the nearly excellent category.
Co-Authors Aceng Muhtaram Mirfani Agustinus Tanggu Daga Alias, Norlidah Angga Hadiapurwa Anisa, Desy Annisa Fitri Ardiansah Ardiansah Arie Susanty Armandha Redo Pratama Asep Herry Hernawan Azizah Muis, Nurbiana Dhieni, Badru Zaman Budi Setiawan Budi Setiawan Della Amelia DeWitt, Dorothy Dinn Wahyudin, Dinn Effy Mulyasari Emilzoli, Mario Erry Sukriah, Erry Eva Puspitasari Fadhillah, Lola Faziastuti, Dwi Ary Firman Firman Fitria, Wenny Gatot Fatwanto Hertono Gema Rullyana Hafsah Nugraha Hazar, Siti Heny Djoehaeni Herlina Herlina Herlina Herlina I Made Sriundy M Ihsan, Helli Ikanubun, Lucia Ekawati Ikmal Redzuan Imam Syafi’i Johan, Riche Cynthia Julita, Dina Laksmi dewi Laksmi Dewi Laksmi Dewi, Laksmi Lien Halimah Lina Rosliana M. Ridwan Sutisna Mechwafanitiara Cantika, Varary Mohammad Ali Mohammad Ali Mohammad Faruk Muthia Alinawati, Muthia Nanang Priatna Nanda Khaerunnisa Nanda Khaerunnisa Syafitri Nandang Budiman Nandang Rusmana Nia Kurniawati Ninik Wijiningsih Norazrena Abu Samah Norlidah Alias Nur, Lutfi Nurwataniah, Nurwataniah Pannen, Paulina Pratama, Robin Puspitasari, Eva R. Nadia Hanoum R. Rusman Rahayu Dwi Riyanti Rahman, Fatih Aulia Rini Febrianti Rizal Kailani Rosita Rosita Rusman Rusman Rusman Rusman Rusman S, Nurhamzah C Said Hamid Hasan Sardin Sipayung, Amy Theresia Tersta, Friscilla Wulan Toto Fathoni Tuti Utami Veithzal Rivai Zainal Wenny Fitria Widya Puji Astuti Widya Puji Astuti, Widya Puji Wijiningsih, Ninik Yooke Tjuparmah S Komaruddin, Yooke Tjuparmah S Zulnaidi, Hutkemri