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All Journal International Journal of Educational Narratives SIKIP: Jurnal Pendidikan Agama Kristen Edukris: Jurnal Pendidikan Agama Kristen
Umboh, Satria Evans
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms Surbakti, Rudy; Umboh, Satria Evans; Pong, Ming; Dara, Sokha
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1659

Abstract

The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload. This study aims to explore the implications of Cognitive Load Theory (CLT) for instructional design in digital classrooms. It examines how digital tools, such as multimedia content and interactive activities, impact learners’ cognitive load and suggests strategies for reducing extraneous cognitive load to enhance learning efficiency and effectiveness. A mixed-methods approach was used, combining quantitative surveys to assess students’ cognitive load during digital learning activities and qualitative interviews with instructors to understand their perspectives on instructional design challenges. The study was conducted across several digital learning environments in higher education. The findings indicate that digital learning environments often lead to high cognitive load, particularly when multimedia content is poorly integrated. However, using principles from CLT, such as segmenting information and reducing unnecessary complexity, can significantly lower cognitive load and improve student learning outcomes. Both students and instructors reported that well-designed digital content led to better engagement and more efficient learning. The study concludes that applying Cognitive Load Theory to instructional design in digital classrooms can enhance learning by minimizing cognitive overload. Educators should be mindful of cognitive load when creating digital learning experiences to improve student performance and engagement.
Building Anti-Corruption Awareness through Hebrews 13:5-6 Principles as an Ethical Measure to Prevent Corrupt Behavior Umboh, Satria Evans; Lumintang, Marcellius; Tenda, Hapyvania
SIKIP: Jurnal Pendidikan Agama Kristen Vol 6, No 1: Februari 2025
Publisher : Sekolah Tinggi Teologi IKAT Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52220/sikip.v6i1.320

Abstract

This research focuses on corruption in every country, highlighting that it is unethical within the community, particularly for Christians involved in corrupt practices. Therefore, the researcher aims to provide solutions for fostering anti-corruption awareness and upholding ethical and theological principles as Christians. The principle the author presents is based on examining the meaning of Hebrews 13:5-6. The methodological approach employed in this study is grounded in the existing literature related to the problem topic. According to the results of this research, Christians who hold Christian values are more likely to avoid corrupt behavior. To promote anti-corruption awareness, we must follow the Hebrew principle of 13:5-6 as a guiding action against corruption. This research will provide a principle of education centered on God, which serves as the basis for ethical action, promoting awareness of anti-corruption and encouraging individuals to refrain from corrupt behavior.  
Pemilihan Sumber Daya Kurikulum Pendidikan Kristiani dengan Pendekatan Karen B. Tye Runtunuwu, Alfinny Jelie; Umboh, Satria Evans
SIKIP: Jurnal Pendidikan Agama Kristen Vol 6, No 1: Februari 2025
Publisher : Sekolah Tinggi Teologi IKAT Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52220/sikip.v6i1.407

Abstract

In Christian education, the selection of curriculum resources is essential to guarantee that the lessons are well conducted and that the values of the Christian faith are well propagated. This article discusses how Karen Tye selects resources for the Christian education curriculum, emphasizing the integration between innovative pedagogical methods and profound theological material. This method consists of several main steps: prepare the ground, describe the specific situation, select the resources, use them, and evaluate them. Tye steers the curriculum away from a uniform approach. Instead, he emphasized relevance and flexibility in the application of Christian education. By understanding and applying these principles, Christian teachers can create a curriculum that is not only informative but also transformative for their students. AbstrakDalam pendidikan Kristen, pemilihan sumber daya kurikulum sangat penting untuk menjamin bahwa pelajaran berjalan dengan baik dan bahwa nilai-nilai iman Kristen disebarkan dengan baik. Artikel ini membahas cara Karen Tye memilih sumber daya untuk kurikulum pendidikan Kristen, dengan menekankan integrasi antara metode pedagogis yang inovatif dan materi teologis yang mendalam. Metode ini terdiri dari beberapa langkah utama: persiapan dasar (prepare the ground), pemahaman situasi spesifik (describe the specific situation), pemilihan sumber daya (select the resources), penggunaan sumber daya (use the resources), dan evaluasi sumber daya. Tye menghindari pendekatan "one size fits all" dalam kurikulum. Sebaliknya, dia menekankan relevansi dan fleksibilitas dalam penerapan pendidikan Kristen. Dengan memahami dan menerapkan prinsip-prinsip ini, guru Kristen dapat membuat kurikulum yang tidak hanya informatif, tetapi juga transformatif bagi siswa mereka.
Penerapan Cerita Alkitab Sebagai Metode Pembelajaran Untuk Meningkatkan Motivasi Dan Sikap Positif Siswa Terhadap Pelajaran Agama Kristen Grace Margareta Clara; Umboh, Satria Evans; Masokoda, Yosias
Edukris: Jurnal Pendidikan Agama Kristen Vol. 1 No. 01: Februari 2025
Publisher : Sekolah Tinggi Teologi Bethel The Way

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54793/ek.v1i01.173

Abstract

Cerita Alkitab adalah media pembelajaran yang tidak hanya menyampaikan pesan moral tetapi juga mampu meningkatkan motivasi belajar dan membangun sikap positif siswa terhadap Pendidikan Agama Kristen (PAK). Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk mengeksplorasi penerapan cerita Alkitab dalam pembelajaran. Subjek penelitian adalah siswa kelas 4 hingga 6 di sebuah SD Inpres Masyeta. Hasil penelitian menunjukkan bahwa penerapan cerita Alkitab secara terstruktur dapat meningkatkan keterlibatan siswa serta motivasi, memperdalam pemahaman spiritual, serta membentuk karakter kristiani. Artikel ini juga membahas pentingnya pelatihan guru dalam menggunakan cerita Alkitab sebagai bagian integral dari kurikulum PAK
Co-Authors Alfinny Jelie Runtunuwu Dara, Sokha Grace Margareta Clara Marcellius Lumintang Masokoda, Yosias Pong, Ming Surbakti, Rudy Tenda, Hapyvania