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All Journal International Journal of Engineering, Science and Information Technology Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Locus Penelitian dan Pengabdian
Februati, Bernadin Maria Noenoek
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Analisis Pengaruh Cognitive Load dan Fatigue Learning terhadap Keberhasilan Siswa dalam Menyelesaikan Soal Higher-Order Thinking Skills (HOTS): Analysis of the Influence of Cognitive Load and Fatigue Learning on Student Success in Solving Higher-Order Thinking Skills (HOTS) Problems Wariunsora, Marlen; Beddu, Megawati; Nuryati, Nuryati; Sa'adah, Ulfah; Ulimaz, Almira; Februati, Bernadin Maria Noenoek
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5555

Abstract

This study aims to analyze the effect of cognitive load and learning fatigue on students' success in solving Higher-Order Thinking Skills (HOTS) questions. Mental fatigue due to extensive and rigorous learning is known as learning fatigue, while cognitive load refers to the mental stress experienced by students when absorbing new material. This study used an experimental and quantitative technique. For this study, 120 students were used, half in the control group and the other half in the experimental group. Data were collected through cognitive load surveys, HOTS tests, and learning fatigue. The study's findings showed a correlation between cognitive load and students' performance on the HOTS test. Critical thinking and analytical skills, essential for answering HOTS questions, were often lacking in students with high cognitive load. Another factor that decreased students' efficacy in solving problems was learning fatigue. When students do not get enough sleep or do not spend enough time studying, they become mentally exhausted and lose focus more easily. This fatigue reduces their ability to persist in working on challenging tasks. As a result, students have difficulty applying their information in a higher and more integrated context, even though their knowledge is quite good. The importance of effectively managing cognitive load and learning regarding students' effectiveness in solving HOTS problems cannot be overstated.
Analisis Pengaruh Beban Tugas Akademik Dan Digital Fatigue Terhadap Prestasi Akademik Siswa: Analysis of the Influence of Academic Task Load and Digital Fatigue on Students' Academic Achievement Februati, Bernadin Maria Noenoek; Gusliana, Evi; Prayitno, Hadi; Ridhwan, Muhammad; Ibrahim, Mozart Malik
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5632

Abstract

Students may experience digital fatigue as a result of substantial increases in academic workload and heavy reliance on digital technologies for learning. This study aims to analyze the effects of academic workload and digital fatigue on students’ academic achievement. A quantitative approach using survey techniques was used for this study, involving 200 students from the secondary school level. A questionnaire was used to collect data, which was then analyzed using multiple linear regression. The results showed a negative relationship between students’ academic achievement and workload, indicating that students’ academic achievement decreased in relation to the number of tasks they were asked to complete; this means that the more academic tasks students had to complete, the lower their academic achievement. The main factor that plays a role in this relationship is digital fatigue, which arises from the excessive use of digital devices in the learning process. Digital fatigue results in mental and physical fatigue, thus exacerbating the impact of academic pressure on students’ achievement. Digital fatigue occurs when students are exposed to digital device screens for too long without sufficient breaks. Common symptoms include eye fatigue, difficulty concentrating, sleep disturbances, and increased levels of stress and anxiety. In the long term, this condition can lead to decreased motivation to learn and negatively impact students’ emotional and psychological well-being. Effective strategies to reduce digital fatigue, such as better time management, variety in learning methods, and adequate breaks in academic activities, are needed, and it is important to provide students with balanced academic tasks so that they are not overburdened. Implementing these steps will help students focus on their studies without negatively impacting their emotional or psychological well-being.
Case Study: Multimodal Approach As an Alternative for Effective English Learning and Teaching in Polytechnic of Energy and Mineral Februati, Bernadin Maria Noenoek; Dewa, Dominica Maria Ratna Tungga
Jurnal Locus Penelitian dan Pengabdian Vol. 4 No. 10 (2025): : JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v4i10.4922

Abstract

The effectiveness of English Learning and Teaching (ELT) is primarily evaluated by students' proficiency in communicating in English, covering speaking, listening, reading, and writing skills. At PEM Akamigas, this proficiency is vital for effective communication within the energy and mineral resources fields. However, classroom observations reveal a lack of student attention and engagement, particularly among Gen-Z students who dominate the institution. Characterized by their digital nativity, Gen-Z students exhibit shorter attention spans and a preference for interactive, multimedia content, which traditional teaching methods fail to address. Hence, this research explores the implementation of a multimodal approach as a solution. By integrating text, audio, visuals, and interactive digital tools such as Kahoot!, virtual reality, and gamification, the approach caters to the diverse learning styles of Gen-Z students. Additionally, collaborative tools like Google Docs and instant feedback mechanisms foster active participation and engagement. While previous studies highlight multimodal benefits in general education, this research fills a gap by focusing on technical and energy and mineral resources contexts. It examines how a multimodal approach enhances student attention, engagement, and achievement in ELT at PEM Akamigas, aiming to bridge traditional methods with Gen-Z's digital-first learning preferences. This study answers whether and how multimodal strategies improve ELT effectiveness in this specialized field.
Analysis of the Influence of Knowledge Management, Digital Adoption, and Technology-Based Training on Organizational Performance Widiantoro, Didik; Judijanto, Loso; Suhartono, Suhartono; Pramono, Susatyo Adhi; Dewa, Dominica Maria Ratna Tungga; Februati, Bernadin Maria Noenoek
International Journal of Engineering, Science and Information Technology Vol 5, No 4 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i4.1222

Abstract

The manufacturing industry in Indonesia faces significant challenges in the era of digitalization and technological transformation. To remain competitive, companies need to implement strategies that support improved organizational performance. This study aims to analyze the influence of knowledge management, digital adoption, and technology-based training on organizational performance. The study was conducted using a quantitative approach with a survey method of 130 employees from six manufacturing companies in Indonesia. Data were collected through closed-ended questionnaires and analyzed using multiple linear regression. The results of the analysis indicate that all independent variables significantly influence organizational performance. Knowledge management is the most dominant factor with a beta coefficient value of 0.438, followed by digital adoption (0.386) and technology-based training (0.342). The Adjusted R² value of 0.675 indicates that the three variables explain 67.5% of the variation in organizational performance. Furthermore, all proposed hypotheses are accepted based on significance values below 0.05. This study confirms the findings of previous studies, which demonstrate the importance of knowledge and technology management in driving organizational competitiveness. These findings provide practical recommendations for manufacturing company management to integrate knowledge management systems, accelerate technology adoption, and increase the effectiveness of technology-based training to improve organizational performance sustainably.
Co-Authors Almira Ulimaz BEDDU, MEGAWATI Dewa, Dominica Maria Ratna Tungga Evi Gusliana Hadi Prayitno, Hadi Judijanto, Loso Mozart Malik Ibrahim Nuryati Nuryati Sa'adah, Ulfah Suhartono Susatyo Adhi Pramono, Susatyo Adhi Wariunsora, Marlen Widiantoro, Didik Wiwik Handayani