THE DEVELOPMENT OF BIOLOGY PRACTICUM LEARNING BASED ON VEE DIAGRAM FOR REDUCING STUDENT COGNITIVE LOAD

Anna Fitri Hindriana

Abstract


Practicum is a process to gain meaningful knowledge through hands on and minds on activity, thusplan is needed in practicum  to connect the conceptual side and methodological side. Vee diagram-based Biology practicum learning was arranged to lower cognitive load of student in designing experiment so the practicum activity become meaningful because the students can see the interesting side in both conceptual side and methodological side. The design that being used in this study was educational study and development. Based on the result of this study, it can be informed that there is lowering of student cognitive load, both in extraneous load and germane load, in designing experiment based on vee diagram

Full Text:

PDF

References


Afamasaga-Fuata’i, K..An Undergraduate Student’s Understanding Of Differential Equations Through Concept Maps AndVeeDiagrams. Proc. of the First Int. Conference on Concept Mapping Pamplona, Spain.2004

Afamasaga-Fuata’i, K. Secondary Pre-service Teachers’ Use of Vee Diagrams to Analyse Problems and Illustrate Multiple Solutions. MathematicsTeacher Education and Development. Vol. 10. (15–29). 2009

Borg,W.R. &Gall,M.D.,Educational Research : An Introduction. New York: Longman. 2003

Brookhart,S.M.,Assess Higher Order Thinking Skill in Your Classroom, Virginia USA : ASCD. 2010

Callais, G.J.,TheVee Diagram as a Problem Solving Strategy: Content Area Reading/Writing Implications. National Forum Teacher Education Journal .Vol 19,(3), 1-8.2009

Creswell,J.W., Educational Research, Singapore, Canada, Japan, Australia, North Asia, Malaysia, Mexico, New Jersey : Pearson Education,Ltd. 2008

Dahar,R.W., Teori-teoriBelajar,Jakarta : Erlangga.1989

DeLeew.K.L.,Mayer.R.G., “A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load” . Journal of Education Psychology.100, (1), 1223-1234. 2008

Feldon.D.F,Timmerman.B.G.,Stove.K.A,,“Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Lab Report Quality and Student Retention in the Biological Sciences”. Journal of Research Science Teaching.(1-21)2009

Fogarty,R., How To Integrate The Curricula, Illionis, Skylight Publishing.Inc. 1991

Gall,M.D.,Gall,J.P.,Borg,W.R, Educational Research, Boston,New York, San Francisco:Pearson education Inc.2003

Glyselinch.V., Janet.E.,Dubois.V., “The Role of Working Memory Components in Multimedia Comprehension”. Applied Cognitive Psychology. (353-374). 2008

Haslam.C.Y.,Joseph.R., “Investigating the Use of Integreted Instructions to Reduce the Cognitive Load Associated with Doing Practical Work in Secondary School Science”. International Journal of Science Education. 32, (14), 1943-1958. 2010

King,F.D.,Gordon.L, Rohani.F, Assessment & Evaluation Higher Order Thinking Skills, 1997 [0n line], available : http//www.

Lazear.D,,Higher Order Thinking, Chicago : Zephyr Press. 2004

Lee.H.,Plass.L.,Hormer.B.D., “Optimizing Cognitive Load for Learning From Computer-Based Science Simulations” Journal of Educational Psycology.98, (4), 902-913. 2006

Leutner.D.,Leopold.C., Sumfleth.E.,”Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content. ELSIEVER. 284-289. 2009

Marzano,R.J., A Different Kind of Classroom, Teaching with Dimension of Learning, Alexandria, Association for Supervision and Curriculum Development. 1992

Mihalca.L.,Salden,R.C.M.,Lurbalam.G.,Pass.F., Miclea.M, “Effectiveness of cognitive-load based adaptive instruction in genetics education”.ELSIEVER. 82-88. 2010

Moreno.R., “Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia”. Insrtuctional Science. 32,99-113.2006

Moreno.R.,Valdoz.A.“Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback”. ETR&D.53,(3), 35-45. 2007

NRC.,National Science Education Standards. Washington DC : National Academic Press. 1996

NSTA & AETS, Standards for Science Teacher Preparation. 2000

Ormrod.J.E.,PsikologiPendidikan, Jakarta : Erlangga. 2008

Scharfenberg.F.J.,Bogner.F.X., “Instructional Efficiency of Changing Cognitive load in an Out – of-School Laboratory” ”. International Journal of Science Education. 37, (13), 1678-168. 2010




DOI: http://dx.doi.org/10.26737/jetl.v1i2.39

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Published by:

Institute of Managing and Publishing of Scientific Journals STKIP Singkawang

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Singkawang

Address : STKIP Singkawang, Jalan STKIP - Kelurahan Naram Singkawang, Kalimantan Barat, INDONESIA, 79251
No. Telp.   : +62562 420 0344
No. Fax.    : +62562 420 0584

JETL (Journal of  Education, Teaching, and Learning)

e-ISSN : 2477-8478

p-ISSN : 2477-5924

Editor in Chief Contact: [email protected] / Wa: +6282142072788

Publisher Contact: [email protected] / Wa: +6282142072788

Management Tools

     

JETL Indexed by:

  

 

  Creative Commons License

JETL (Journal of Education, Teaching, and Learning) is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.