COGNITIVE LOAD OF SENIOR HIGH SCHOOL STUDENTS ON
CONNECTED TEACHING OF EXCRETORY SYSTEM USING
INSTRUCTIONAL FRAMEWORK BASED ON LEARNING DIMENSIONS
Research Paper
Submitted as a partial fulfillment of the requirement
for the degree of Sarjana Pendidikan in Biology Education
by:
Rifka Fachrunnisa
(1005349)
BIOLOGY EDUCATION DEPARTMENT
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
by:
Rifka Fachrunnisa
Registration Number: 1005349
A Research Paper Submitted as a Partial Fulfillment for the Requrements of the
Sarjana Pendidikan Degree in Faculty of Mathematics and Science Education
©Rifka Fachrunnisa 2014
Indonesia University of Education
May 2014
All rights reserved.
AUTHORIZATION PAGE
COGNITIVE LOAD OF SENIOR HIGH SCHOOL STUDENTS ON
CONNECTED TEACHING OF EXCRETORY SYSTEM USING
INSTRUCTIONAL FRAMEWORK BASED ON LEARNING DIMENSIONS
by:
Rifka Fachrunnisa Registration Number: 1005349
Approved and authorized by: First Advisor
Dr. rer. nat. Adi Rahmat, M.Si. NIP.196512301992021001
Second Advisor
Dra. Soesy Asiah Soesilawaty, MS NIP.195904011983032002
Acknowledged by:
Head of Bachelor Thesis Advisor Council
ABSTRACT
The title of research is „Cognitive Load of Senor High School Student on Connected Teaching of Excretory System Using Instructional Framework Based on Learning Dimensions“. This research´s goal is to identify cognitive load of student on connected teaching of excretory system using instructional framework based on learning dimensions, an instructional framework which is developed by R.J. Marzano, an American educational researcher. Cognitive load in this research is mean the tasks which is extrude cognitive system of student which is divided into three load components include intrinsic load, extraneous load and germane load. This research has been undergone in SMA Negeri 24 Bandung with the research subject is XI grade science. There are two class of all XI grade science in SMA Negeri 24 Bandung which are become as research class, one class as experiment class and the other as control class. This research used experiment method with the type of method is quasi experiment because the research design that is applied is pretest posttest non-randomized non-equivalent control group design. The research result describe that the three components of cognitive load student in experiment class and control class is different significantly. Experiment class is reputed can organize its cognitive load more efficient that can support learning process than control class. Based on correlation test in three cognitive load components, only correlation between mental effort and interdisciplinary thinking skill in experiment class which has significance value, is exhibit effect of learning using instructional framework based on learning dimensions.
ABSTRAK
Penelitian berjudul “Beban Kognitif Siswa SMA pada Pembelajaran Terkoneksi Materi Sistem Ekskresi dengan Kerangka Instruksional Berbasis Dimensi Belajar”. Tujuan dilakukannya penelitian ini adalah untuk mengidentifikasi beban kognitif siswa dalam pembelajaran terkoneksi materi sistem ekskresi dengan kerangka instruksional berbasis dimensi belajar, sebuah kerangka instruksional yang dikembangkan oleh R.J. Marzano, seorang ahli pendidikan Amerika Serikat. Beban kognitif yang dimaksud dalam penelitian ini adalah tugas-tugas yang membebani sistem kognitif siswa yang terbagi menjadi tiga komponen beban yaitu intrinsic cognitive load (ICL), extraneous cognitive load (ECL) dan
germane cognitive load (GCL). Penelitian ini telah dilaksanakan di SMA Negeri
24 Bandung dengan subjek penelitiannya adalah kelas XI IPA. Terdapat dua kelas dari seluruh kelas XI IPA SMA Negeri 24 Bandung yang dijadikan sebagai kelas penelitian, dua kelas diantaranya merupakan kelas eksperimen dan dua kelas kontrol. Penelitian dilakukan menggunakan metode ekperimen dengan tipe quasi
experiment karena disain penelitian yang digunakan adalah pretest postest non-randomized non-equivalent control group design. Hasil penelitian menunjukan
bahwa ketiga komponen beban kognitif siswa kelas eksperimen dan kontrol berbeda secara signifikan. Kelas eksperimen dianggap lebih dapat mengolah beban kognitifnya secara efisien yang dapat mendukung proses pembelajaran dibandingkan kelas kontrol. Berdasarkan hasil perhitungan korelasi pada ketiga indikator komponen beban kognitif, hanya korelasi antara usaha mental (ECL) dengan kemampuan berpikir interdisipliner (GCL) pada kelas eksperimen saja yang memiliki nilai signifikansi yang berarti menunjukan dampak dari pembelajaran dengan kerangka instruksional berbasis dimensi belajar.
TABLE OF CONTENTS
Page
ABSTRACT ...i
ACKNOWLEDGEMENT ...iii
TABLE OF CONTENTS ...vi
LIST OF TABLE ...ix
LIST OF PICTURE ...x
LIST OF APPENDIX ...xi
CHAPTER I INTRODUCTION A. Background ...1
B. Problem Statement ...4
C. Research Purpose ...5
D. Problem Limitation ...5
E. Research Assumption ...5
F. Research Hypothesis ...6
G. Research Significances ...6
H. Writing Organization ...7
CHAPTER II LITERATURE REVIEW A. Cognitive Load ...8
1. Intrinsic Cognitive Load ...10
2. Extraneous Cognitive Load ...11
3. Germane Cognitive Load ...12
B. Connected Teaching ...14
C. Characteristic of Excretory System Topic ...15
CHAPTER III
RESEARCH METHOD
A. Operational Definitions ...26
B. Location and Subjects Research ...27
C. Population and Sample ...27
D. Research Method ...27
E. Research Design ...28
F. Learning Strategies ...28
1. Presentation of Information Stage ...29
2. Stimulation of Prior Knowledge ...29
3. Analysis and Transformation of Knowledge Stage ...30
4. Internalization of Knowledge Stage ...31
G. Research Instrument and development ...31
1. Validity ...33
2. Reliability ...34
3. Level of Difficulty ...35
4. Distinguishing Power ...37
H. Data Collection Technique ...39
I. Data Analysis ...40
1. Prerequisites Test ...40
2. Hypothesis Test ...40
3. Correlation Test ...41
J. Research Procedure ...42
K. Research Flow ...44
CHAPTER IV RESULT AND DISCUSSION A. Results ...45
1. Analyzing Information Skill ...46
2. Mental Effort ...49
3. Correlation among Cognitive Load Indicators ...52
B. Discussion ...61
1. Intrinsic Cognitive Load (ICL) ...55
2. Extraneous Cognitive Load (ECL) ...56
3. Germane Cognitive Load (GCL) ...57
C. Effectiveness Connected Teaching Approach using Instructional Framework based on Learning Dimensions ...58
D. Correlations between Mental Effort, Interdisciplinary Thinking Skill and Analyzing Information ...59
CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusion ...61
B. Recommendation ...62
LIST OF TABLE
No. Tabel Halaman
2.1 Characteristic of Excretory System Topic ...18
3.1 Category of Correlation Coefficient ...33
3.2 Validity of Multiple Choice ...34
3.3 Validity of Essay ...34
3.4 Reliability Category ...35
3.5 Level of Difficulty Category ...36
3.6 Level Difficulty of Multiple Choice Question ...36
3.7 Distinguishing Power Category ...37
3.8 Distinguishing Power of Multiple Question ...37
3.9 Distinguishing Power of Essay ...37
4.1 Recapitulation of Prior Interdisciplinary Thinking Skill ...50
4.2 Recapitulation of New Interdisciplinary Thinking Skill ...52
4.3 Recapitulation of Normality Analysis Information Skill ...52
4.4 Recapitulation of Normality Mental Effort ...54
4.5 Recapitulation of Hypothesis Mental Effort ...54
4.6 Recapitulation of Normality Interdisciplinary Thinking Skill ...56
4.7 Recapitulation of Hypothesis Interdisciplinary Thinking Skill ...56
LIST OF FIGURE
Number of Figure Page
2.1 Connected Model ...14
2.3 Analysis of Connected Excretory System Topic ...20
3.1 Research Design ...29
3.2 Research Flow ...44
4.1 Prior Interdisciplinary Thinking Skill ...49
4.2 Score of Analysis Information Skill ...50
4.3 Score of Mental Effort ...52
LIST OF APPENDIX
Appendix Page
A. Lesson Plan
A.1. Lesson Plan of Experiment Class ...70
A.2. Lesson Plan of Control Class ...81
B. Research Instrument B.1. Pretest and Posttest ...89
B.2. Questionnaire ...91
B.3. Worksheet ...94
B.4. Practicum Procedure ...95
B.5. Worksheet of Practicum ...98
B.6. Questions Analysis ...100
B.7. Rubric of Worksheet and Essay Question ...106
C. Analysis of Question C.1 Multiple Question ...110
C.2 Essay ...104
D. Data Analysis Result D.1 Normality Test ...119
D.2 Hypothesis Test ...125
D.3 Correlation Test ...126
CHAPTER I
INTRODUCTION
A. Background
Every instructional design is underpinned in some way or other by a theory of
learning and a way of “knowing” or “seeing” the world. While learning theory
describes and attempts to explain how people learn, the main aim of instructional design is to provide guidance on the practical task of designing learning experiences (Moseley, 2005). Many educational researchers developed better learning theory following condition and problem happened in recent educational issues. One of learning theory investigated in this research is learning theory based on learning dimensions belong to R. J. Marzano, an American educational researcher.
Marzano (1992) launched a theory-driven meta-analysis of educational instruction using categories which specific and functional enough to provide guidance for classroom practice. This theory is presented as taxonomy to help teachers and others design educational objectives, curricula and assessment. The basic components of Marzano´s theory-based taxonomy consist of knowledge domain, cognitive system processes, metacognitive system and self system. The components have connection one to each other, in which the self system controls the metacognitive system and the metacognitive system controls the cognitive system. Each component also operates on the retrieved content of individual´s knowledge domains.
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of mind (Rahmat, 2007). These dimensions recently become a base instructional in many school in America, the continent where Marzano lived. All of dimensions constructed base on requirement of thinking process.
Thinking process is regarded as activity of working memory. Working memory is all conscious cognitive processing occurs, can handle only a very limited number possibly no more than two or three of novel interacting elements (Paas, 2003). In other hand Sweller (1988) explained that working memory can be used to measure cognitive processing capacity required before the first move while the production list can be used similarly for processing that occurs during and after the first move. If there is task which impose cognitive system maintenance of learner then will turn up the cognitive load.
Cognitive load consist of three kind loads, they are intrinsic load, extraneous load and germane load. Intrinsic load is load in which information processing that has high interconnection simultaneously in working memory to construct cognitive scheme. Cognitive scheme is a cognitive construct that organized the elements of information according to the manner with which they will be dealt. Whereas extraneous load is load caused by learning design or organization of teaching material, it caused activity of working memory do not connect directly on construction of scheme. The last is germane load is load in cognitive scheme constructing. This load existed because learner gets the experience of intrinsic load or extraneous load. Germane load contributed in connecting new information with other information in long term memory (Hindriana, 2012).
an approach to support it´s process (saving new information to long term memory or making mew information as meaningful information). Connected teaching is the one of integrating teaching model. Integrating teaching models endeavor to combine some subjects or material which can relate one to each other (Fogarty, 1991). Using connected teaching as an approach or model can support constructing of new information also can be extending its information and finally learner can be facilitated in transferring information to solve the problem easily. In extending information it is suitable with learning dimensions belong to Marzano (dimension 3: extending and refining knowledge) and to get information meaningfully it is supported in dimension 4: Using knowledge meaningfully. So, connected teaching and instructional framework based on dimension of learning are assumed can support constructing information in long term memory or making information as meaningful information.
This study analyzed cognitive load student which extrude their cognitive system in connected teaching using instructional framework based on learning dimensions. Author applied this study into biology learning, especially in excretory system topics which is reputed as a difficult enough topic in biology because it relate complex with another topics such as digestion system, endocrine system also regulation system even with another subject like chemistry in explanation kind of interstitial fluid or explanation of physic in pressure complete the explanation about excretory system. In the classroom teachers often deliver a small part of excretory system topic. This problem will cause the students lack of cognitive system processing, so it can make a little amount of the constructed scheme in their cognitive system and finally cause the learning process will not be meaningful.
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requires: 1) Adequate levels of intrinsic cognitive load; 2) Reduction of extraneous cognitive load and 3) Enhancement of germane cognitive load. Its requirements explain briefly that managing cognitive load is important to be concern. In addition its can fulfill the needs of information to process in learner´s cognitive system then construct to be cognitive scheme which can become a meaningful knowledge.
Base on cogitation above, the prior challenge of this research was to present the effects of instructional framework base on learning dimensions in excretory system topics with connected teaching and it is assessed by cognitive load of the learner. Because of that, this research used experimental method to compare the effects between instructional learning base on learning dimensions and conventional instruction.
B. Problem Statement
The problem that focused in this research was as follow “How are cognitive load of senior high school students on connected teaching of excretory system using instructional framework base on learning dimensions?” this problem was then break into several research following questions:
1. How is intrinsic cognitive load of senior high school students in control class
and experiment class on connected teaching of excretory system?
2. How is extraneous cognitive load of senior high school students in control
class and experiment class on connected teaching of excretory system?
3. How is germane cognitive load of senior high school students in control class
and experiment class on connected teaching of excretory system?
4. How is correlation among each cognitive load indicators (analysis
information skill, mental effort and interdisciplinary thinking skill) in control
C. Research Purpose
The main purpose of this research is to identify student´s cognitive load on connected teaching of the excretory system topic with instructional framework based on learning dimensions.
D. Problem Limitation
In order to make more focus in doing the research, the problem will be limited on follow these aspects:
1. Type of connected teaching used in this research includes intra-disciplinary and interdisciplinary which connected concepts in excretory system will be connected to other concepts such as circulatory and digestive systems and also to several relevant concept in physic especially about fluid (hydrostatic pressure) and topic in chemistry especially about electrolyte and non-electrolyte, liquid ions equilibrium and solution (precipitation and buffer). 2. Excretory system topics in animal which will be delivered in this research are
only in fish, insect and worms. These topics are used to expand the topic of excretory system or to enrich and refine the concepts of excretory system. 3. Learning dimension that implemented in experiment class are dimension 1
(attitude and perception), dimension 2 (acquire and integrate knowledge), dimension 3 (extend and refine knowledge) and dimension 4 (use knowledge meaningfully).
E. Research Assumptions
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cognitive load of student overall will decrease except germane load because it is the load of constructing cognitive scheme itself.
F. Research Hypotheses
H0-1 : There is no significant difference of intrinsic load in experiment group
and control group.
H1-1 : There is a significant difference of intrinsic load in experiment group and
control group.
H0-2 : There is no significant difference of extraneous load in experiment group
and control group.
H1-2 : There is a significant difference of extraneous load in experiment group
and control group.
H0-3 : There is no significant difference of germane load in experiment group
and control group.
H1-3 : There is a significant difference of germane load in experiment group
and control group.
G. Research Significances
1. Theoretical Significance
2. For teachers
To encourage the practice of promoting student´s cognitive load in everyday learning with connected teaching using instructional framework based on dimensions of learning.
3. For students
Connected teaching using instructional framework based on leaning dimensions facilitate students to construct knowledge in their cognitive system using element interactivity from another topics or another subject so the knowledge become more meaningfully and can be saved in long term memory, so because of that students will only focus in their intrinsic load and germane load and will be not or just a little extruded of extraneous load.
H. Writing Organization
Chapter I is introduction of research which is consists seven subchapters, they are research background (A), problem statement (B), research purpose (C), problem limitation (D), research assumption (E), research hypothesis (F), research significances (G) and writing organization (H). Chapter II comprehensively discusses theories used in this research, which include cognitive load (A), connected teaching (B), characteristics of excretory system topic (C) and instructional frame work based on learning dimensions (D). Chapter III presents the operational definition (A), research location and subject (B), population and sample (C), research method (D), research design (E), learning strategy (F), research instrument and its development (G), technique of collecting data (H), data analysis (I), research procedure (J) and research flow (K).
CHAPTER III
RESEARCH METHOD
A. Operational Definitions
An effort to avoid errors in interpreting the term is used as a variable of this study, carried out an explanation of the terms used for more effective and operational. The terms are:
1. The cognitive burden diasses includes three components: intrinsic cognitive load (ICL), extraneous cognitive load (ECL) and germane cognitive load (GCL). ICL is meant is the score of the ability to analyze the information that is assessed by the student worksheets, ECL scores meant mental effort was assessed by questionnaire, while GCL is an interdisciplinary thinking skills scores were assessed using the posttest questions according to the indicators of the ability to think The second and third are interdisciplinary advancement through integration and critical awareness.
2. Connected Learning in this study is the excretory system linking material with material circulatory, digestive and hormonal systems and the regulation specifically relate to the material on fluid physics and materials chemistry (solution of electronic and non-electronic, and buffer solution Ksp).
3. Excretion system in question is the material that covers the organs of excretion, the excretion and excretion products as well as diseases that can occur in the excretory system and excretory system in animals that were taught in class XI High School.
B. Location and Subjects Research
This research was conducted at SMAN 24 Bandung. Subjects were high school students in grade XI academic year 2013/2014 that have not received the learning material excretory system. Classes are used as research amount to two classes XI Science 1 as an experimental class and class XI Science 2 as the control class. Selection of grade level, they are chosen as the level of class-related research that investigated the learning material excretory system is the material presented in class XI.
C. Population and Sample
The population is the entire object to be studied. The population in this study were all students of class XI Science SMAN 24 Bandung. The sample is part of a population that can be considered representative of the population. The sampling technique used was non-probability sampling that is purposive sampling, ie sampling with a specific purpose. In this study sample is taken classes with students who are considered to have the ability interdisciplinary higher than the other classes. Selection of sampling class of research is also a teacher recommendation based on daily average values.
D. Research Methods
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E. Research Design
The research design used in this study is a nonrandomized pretest and posttest control group design Nonequivalent and patterns found in Figure 3.1. There are two levels of treatment: learning to connect using the dimensions of learning-based instructional framework that is implemented in the experimental class and learning connected with conventional instructional framework is implemented in the control class. Both classes are given the same instrument as a pretest or posttest questions were the same, student worksheets with the same questions and the questionnaire with the same questions as well. Pretest-posttest both are used to measure the ability of interdisciplinary thinking that is an indicator of the GCL. During the learning, both classroom study students are given a worksheet that is used as a measure of the ability to analyze information that is an indicator of the ICL as well as a questionnaire at the end of the lesson which is used to measure the mental effort which is an indicator of ECL.
Figure 3.1. The study design
F. Learning Strategies
In this study learning activities conducted four meetings, with each meeting time allocation of 2 x 45 minutes. There are four stages of the application of learning in the connected classroom experiments conducted using the dimensions
of learning-based instructional framework that can decrease cognitive load. Following stages include:
1. Presentation of information stage 2. Stimulation prior knowledge stage
3. Analysis and transformation of knowledge stage 4. Internalization of knowledge stage
Stages used above is adopted from Hindriana stage (2013) which examines the cognitive load on students. The following are descriptions of the stages of the application of learning connected conducted in this study.
1. Presentation of information stage
At this stage in the experimental class that uses a frame-based instructional learning dimensions starting with 1 dimensions, namely attitudes and perceptions or dimensions which formed the class ambience with a pleasant attitude and positive perception towards learning of students. This had been the basis of class differentiation experiments with the control class. According Hindriana (2014) states that the development of positive attitudes and perceptions of learning can improve student's curiosity in learning and it is the main capital to develop its attention so that students can further explore and move into meaningful knowledge, and eventually the student can maintain concentration the dimensions or later stages of learning. Hindriana (2014) also explained that the students' positive attitudes and perceptions can lead students can focus on learning delivered in the classroom. This is a class that can not be obtained by conventional methods of control.
2. Stimulation prior knowledge stage
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to stimulate working memory that can be used by students to integrate new information or knowledge to be gained with the knowledge to be able to establish high interconnection which can then be stored in the cognitive scheme with meaningful knowledge.
Maximizing initial knowledge becomes important to establish meaningful knowledge to the fullest as well. The more prior knowledge extracted by the student, the more easily as well students perform processing intrinsic to knowledge or new information obtained and then stored in long term memory or make it meaningful knowledge. With prior knowledge to the fullest tergalinya also able to form a perception to students that learning is delivered is not a new teaching, especially when learning is delivered packaged in a contextual presentation. Students will form a perception that learning is learning that is being studied close to daily life so consider it important to make it pay high attention on the material presented in an effort to form meaningful knowledge.
3. Analysis and transformation of knowledge stage
4. Internalization of knowledge stage
Both of classes of research experience this stage by using the practical method in this case is an experimental class of dimension 4 impementation using meaningful knowledge. Both were given a practical method that can be traced to the use of knowledge that has been shaped from the earlier stages of learning.
G. Research Instrument and Development
The research instrument used with the following details:
1. Test
The instrument of this type of cover including the pretest and posttest and student worksheets. Problem pretest and posttest GCL indicators used to measure the ability of students to think interdisciplinary. Both are about the same that was developed based on indicators of the ability to think both interdisciplinary integration and advancement through critical awareness and the third is based on learning indicators Marzano in 2 and 3 dimensions which include analyzing perspectives, analyzing errors, system analysis, desicion making, predicting, abstracting and constructing support. Problem sections advancement through integration with a number of multiple choice questions along with five of six choices ae sedagkan critical awareness about the description or essay form the number two about each question consists of three subsoal.
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The material in question on the worksheet is the material presented by the teacher is connected (the integration of structure and function of the human kidney, urine formation processes are integrated with buffer and hydrostatic pressure, abnormalities in kidney structure and function, and integration tool excretion in animals) through questions on LKS students are expected to hone their ability to analyze information submitted by the teacher connected so that problems can be asked by the question.
2. Non-test
The research instruments included in this type of a questionnaire or questionnaires and worksheets at the time after practice implemented. Questionnaires were made based on the type of differentiation systematic questionnaire that includes five options. This questionnaire is used as a measuring tool to measure indicators of ECL is a mental burden. This option includes a questionnaire. When students have the students do not experience a mental burden, if students choose other options to b and e indicate the student has the mental burden of learning in certain subjects asked each point of the questionnaire. Practice worksheets are given a kind of non-test given second. Contains six numbers in question were carried out in accordance with the practice that is about urine. Ability excavated on this worksheet is the ability to answer the fourth dimension is to use knowledge meaningfully, for the given problem is a result of the development of the indicator 4 of them are: system analysis, invention, analyzing errors, Investigating, experimental inquiry and task analysis perspective.
1. Validity
Scarvia B. Anderson and colleagues (Arikunto, 2009: 64) reveals "A test is valid if it measure what it purpose to measure" which means that a test be valid if the test is measuring what it intends to measure. Moreover, if a test result is said to be valid in accordance with the criteria, meaning that it has parallels between the results of the test criteria. The technique used to determine the alignment is the product moment correlation technique proposed by Pearson (Arikunto, 2009: 69-75). Product moment correlation formula is:
Product moment correlation formula
Description:
rxy = coefficient of correlation between variables X and Y
X = score test answers
Y = total score
N = number of
Table 3.1. Category of Correlation Coefficient
Correlation Coefficient Value Note
0,800-1,000 Very hgh
0,600-0,800 High
0,400-0,600 Enough
0,200-0,400 Low
0,000-0,200 Very low
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Researchers using version 4.0.9 ANATES program for analyzing and validating multiple choice questions ANATES version 4.0.5 for the essay questions for pretest and posttest. The results of both are listed in Tables 3.2 and 3.3.
Table 3.2. Validity Test Results Item Multiple Choice Questions
Validity criteria Number of
Question Total Note
High 2 1 Used
Enough 1,6 2 Used
Very low (1) 3,7,11 3 Corrected
Very low (2) 4,5,8,9,10,12 6 Not used
Table 3.3. Validity Test Results Item-Essay
Validity
criteria Number of Question Total Note
Medium 1a,1b,1c and 2a,2b,2c 6 Used
2. Reliability
Description:
r11 = Instrumen reabelity n = total of question
∑ (b) = varians value of one question (t) = varians total
Table 3.4. Categories Reliability
Reliability Coefficient Interpretation
0,80-1,00 Very high
0,60-0,80 High
0,40-0,60 Enough
0,20-0,40 Low
0,00-0,20 Very low
Measurement reliability can be a matter of using indicators or interpretation listed in Table 3.4. Reliability of items was measured using version 4.0.9 ANATES program for multiple choice questions and ANATES version 4.0.5 for the essay. The results obtained for the calculation of the reliability of multiple choice questions and the essay is 0.78 by 0.89. Multiple choice questions with a reliability value of 0.78 in the high category while the essay with a reliability value of 0.89 is in a category is very high.
3. Level of difficulty
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Description:
TK = Level of difficulty
SA = Sum of scores on items above groups were analyzed
SB = Total score of the group under the analyzed grain soai
IA = Total score on items above groups were analyzed
IB = Total score group looking down on items that were analyzed Table 3.5. Category Level of difficulty
Level of Difficulty Interpretation
86-100 Very easy
71-85 Easy
31-70 Medium
16-30 Difficult
0-15 Very difficult
Table 3.6. The difficulty level of the test results Multiple Choice Questions
Interpretation Number of Question Amount Description
Very easy (1) 1,3,6,11 4 Corrected
Very easy (2) 4 1 Not used
Easy (1) 2 1 Used
Easy (2) 7,10 2 Corrected
Medium 5 1 Not used
Difficult 12 1 Not used
Very difficult 8,9 2 Not used
4. Distinguishing power
Analysis distinguishing features is a way to check if the questions are given the ability to distinguish between students who fit into the category of students with high achievement and low achievement. To analyze the distinguishing grain problem can use the following formula (Sudjana, 1995):
Description:
DP = index distinguishing
SA = Sum of scores on items above groups were analyzed
SB = Sum of scores on items under the group analyzed
IA = the number of ideal score items were analyzed
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[image:31.595.191.424.233.378.2]analysis of the grain problem, distinguishing features of multiple choice questions and the essay can be seen in Table 3.8 and Table 3.9, while the results of tests conducted fundamental analysis listed in Table 3.10 for the MCQ and Table 3.11 for the essay.
Table 3.7. Distinguishing Power Category
Coefficient of Distinguishing Power
Interpretation
0,70-1,00 Very good
0,40-0,70 Good
0,20-0,40 Enough
[image:31.595.191.439.435.601.2]0,00-0,20 Less
Table 3.8. Power Test Results of Multiple Choice Questions differentiator
Criteria of Distinguishing
Power
Number of
Question Amount
Very good 2 1
Good 1 1
Enough 6,7 2
Less 3,4,8,10,11,12 6
Negative 5,9 2
Table 3.9. Test Results Differential Power Problem Essay
Criteria of Distinguishing
Power
Number of
Question Amount
Sangat baik 2c 1
H. Data Collection Techniques
Pretest and posttest both use the same questions to measure students' ability to think interdisciplinary indicator used is advancement through integration and critical awareness. Interdisciplinary thinking skills is one of the indicators to calculate the GCL students. Pretest is a measuring instrument for measuring the initial or prior germane load germane load while the posttest is a measuring tool used to measure the new GCL or GCL end. This test is converted using a scale of 100 that indicates the higher value of the pretest or posttest, the higher the ability of interdisciplinary thinking that automatically marks the GCL also high and vice versa. Pretest and posttest conducted at the beginning of the meeting and the final meeting of the excretory system in both classes of research (experimental and control).
Student worksheet that is used as an indicator to determine the ability of the analysis of information is one way to find out the ICL students are given at any time after the learning takes place. Learning in the classroom-based experiments with the five dimensions of learning dimension, measured at interverensi done in class is only 2.3 and 4 dimensions, namely acquiring and integrating knowledge (2), expand and refine knowledge (3), and using knowledge meaningfully (4 ) while the control class worksheets given at 2,3, and 4. worksheets converted to a scale of 100. worksheets the higher the value the higher the ability to show the analysis of student information, otherwise if the value is low then lower the BLM analysis capabilities.
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the higher the students' mental load and conversely the lower the questionnaire then the lower the mental load.
I. Data analysis
1. Prerequisites Test
Prerequisite test is a test that is used to test the normality of research data. The results of this test determines that the data were then analyzed using parametric tests or non-parametric. Both of these tests has its own criteria for normality result of the data being tested. Normality test has a function to determine whether a sample of the population has a normal distribution or not. In this study normality test performed using SPSS 20 with the type of application Kolmororov-Smirnov test with a significance level (α) was 0.05. Criteria when the data has significant value is> 0.05 so H0 will be accepted funds H0 will be rejected when the significance value <0.05. The hypothesis is:
H0: The samples comes from a population that is normally distributed
H1: The samples come from populations that are not normally distributed
2. Hypothesis Test
and the control class. Here's a hypothesis to test the average difference of each type of cognitive load on students' experimental class and control class:
H0-1: There were no significant differences in the intrinsic load of the control class and experimental class.
H1-1: There are significant differences in the intrinsic load of the control class and experimental class.
H0-2: There were no significant differences in extraneous load of the control class and experimental class.
H1-2: There are significant differences in extraneous load of the control class and experimental class.
H0-1: There were no significant differences in germane load from the control class and experimental class.
H1-1: There are significant differences in germane load from the control class and experimental class.
3. Correlation Test
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J. Research procedures
The procedure in this research study includes three phases: planning, implementation stage and the last stage or final stage.
1. Planning stage
There are three activities carried out at this stage. Such activities are:
a. Preparation of research
Activities are important for this stage is the identification of the problem to be investigated. The issue is happening recently is the cognitive load on students' learning chiefly connected with the use of frame-based instructional learning dimensions which then determines the purpose of the research is conducted and after the problems that have been discovered and formulated formulated hypothesis anyway.
b. Study literature
Literature review conducted to look for theories related to the study variables such as: cognitive load, connected teaching, excretory system and instructional framework based learning dimensions, and then coupled with other supporting studies eg the types of cognitive load as intrinsic load, extraneous load and germane load as well as the description of the dimensions of learning are like the attitude and perception, aquire and integrate, extend and refine and use knowledge meaningfully.
c. Research Instrument Design
used to measure indicators of extraneous load is the mental burden. All the instruments used have to face the judgment made by the experts prior to the analysis of the test subject.
Pretest posttest that had been developed then test them prior to the class that has been tested on experience learning about the pretest and posttest. The test is generally referred pikok analysis test consisting of validity, reliability, discrimination, and level of difficulty of the questions. The test is done by using ANATES assessment application version 4.0.9. results that have been obtained through tests are then fixed to deserve to be tested on peneletian. Score a matter which has been obtained from a sample population of the study data is then processed to obtain the mean value and classification using Ms. Excel is then tested by statistical tests using SPSS 20. Student worksheets and questionnaires only processed using MS Excel and classification to obtain the mean value after it is processed statistically by SPSS 20.
2. Implementation Stage
Activity at this stage is done when testing this research instruments to study samples that experimental classes and control classes such as pretest posttest, student worksheets and questionnaires. In this stage of the experimental class to get connected interverensi using teaching learning-based dimension. Classes are used as the experimental class is a class XI Science 1. Classroom teaching interverensi control get connected, but not with base dimensions of learning but using only conventional methods of exploration, elaboration and confirmation (Table 3.12). Time employed during the conduct of this research carried out during four meetings with each meeting lasts 2x45 minutes.
3. Final Stage
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[image:37.595.103.498.168.683.2]K. Alur Penelitian
CONCLUSION AND RECOMMENDATIONS
A. CONCLUSION
Cognitive load on students in the experimental class with the learning material connected excretory system using the instructional framework based learning dimensions lower than students in the control class learning material connected with the excretory system using conventional instructional framework. This is evidenced by 1) the intrinsic cognitive load (ICL) in the experimental class lower than the control class scores for ability to analyze information on the experimental class higher than the control class, 2) extraneous cognitive load (ECL) in the experimental class lower than the control class, because the results of the questionnaire scores regarding mental effort in learning lower than the control class and 3) germane cognitive load (GCL) in the experimental class higher than the control class, because scores on interdisciplinary thinking skills in the experimental class higher than with the control class.
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B. RECOMMENDATIONS
Some of the recommendations of the study are as follows:
1. Required socialization use or application of learning-based instructional framework to connect and learn in the class dimension in a longer period of time so that students will be accustomed to think in an interdisciplinary manner.
2. Development of a matter based on indicators of the dimensions of learning should be done evenly or proportionally in order to measure the full achievement of each dimension of learning.
3. Maximizing prior knowledge (prior knowledge) at the beginning of each study should be conducted in a manner so that students can pose contextual positive perception for the next stage of learning.
4. Those teachers should pay attention to the cognitive load of students at every learning and instructional framework is recommended to use a learning-based dimension to be able to reduce the burden of their cognitive system.
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