COGNITIVE LOAD OF SENIOR HIGH SCHOOL STUDENTS ON CONNECTED TEACHING OF EXCRETORY SYSTEM USING INSTRUCTIONAL FRAMEWORK BASED ON LEARNING DIMENSIONS.

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.

This work may not be printed or copied in whole or in part without written permission of the author

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

Dr. H. Riandi, M.Si. NIP.196305011988031002

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.

Keywords: Cognitive load, connected teaching, excretory system, 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.

Marzano´s new taxonomy for the first time was introduced in 1992 in his book with the title A different Kind of Classroom. The taxonomy was known as learning dimensions. There are five learning dimensions that have been explained by Marzano. They are attitude and perceptions, acquire and integrate knowledge, extend and refine knowledge, use knowledge meaningfully and productive habits

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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).

From Hindriana´s statement in previous explained about germane load, known that to get new information whether happen in learner´s cognitive system is it will be connecting with old information in long term memory in order that can be saved in long term memory too. The old information from long term memory can come from another subject or material in previous lesson. So to obtain new information and it can be saved in long term memory or in the lesson can be called meaningful information teacher or informer can use connected teaching as

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.

So, using connected teaching approach is an effort to avoid the problem above. Connected teaching automatically will increase the complexity of excretory system topics and it will conduct cognitive system to construct cognitive scheme and also it can be supported with instructional framework based on learning dimension. Meissner (2013) concludes design of demanding tasks

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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 class and experiment class on connected teaching of excretory system?

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

Instructional framework base on learning dimensions consist of knowledge domain, cognitive system processes, metacognitive system and self system moreover the material of learning is delivered in connected learning its can accommodate the needs of cognitive system to construct cognitive scheme whereas meaningfully knowledge (long term memory). Because of those

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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

As a reference to encourage the application of connected teaching using instructional framework based on dimensions of learning as an alternative instructional framework that help to produce efficient learning also as a reference to encourage educator to consider student´s cognitive load in learning.

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 IV include the findings and discussion of the study which organized into two subchapters based on the design of the study into: research result (A), and discussion (B). Finally in chapter 5 include conclusion (A) and recommendation (B) of the study complete this paper.

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.

4. Instructional framework based on learning dimensions in this study is the procedure that follows the teaching of the four dimensions of learning that attitudes and perceptions, acquiring and integrating knowledge, extend and refine the knowledge and use of meaningful knowledge.

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

The experiment was conducted with an experimental method is weak (weak experimental). Learning to connect learning approach using the dimensions of learning-based instructional framework was applied to the experimental class while learning to connect learning approach but using methods EEC (exploration, elaboration and confirmation).

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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

Connected Teaching Using Instructional

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

The second stage is the beginning of knowledge stimulation used in the experimental class as an implementation of dimension 2, namely acquiring and integrating knowledge. At this stage students are guided to explore the knowledge they have about the material prior to excretion. This initial knowledge is essential

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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

This stage is the implementation of a 3-dimensional learning that expand and refine knowledge in the experimental class. Stages of the third dimension has a very close relationship with the dimensions of acquiring and integrating previous knowledge. In analyzing the stages of knowledge or information, the student must first have a prior knowledge provision with the newly acquired knowledge in order to analyze the relationship that can occur in it. The high initial knowledge is integrated with new knowledge in dimension 2 will also cause high ability group should analyze the relationship in both. The high ability to analyze information that can degrade intrinsic its processing experimentation in class because there is enough knowledge to be processed so its ICL can be arranged in a reasonable level. It is raised by the different control classes with low information analysis capability resulting in high processing giving rise to the high their ICL anyway. Knowledge or information obtained on the analysis of students during the learning will take place later transformed in a meaningful new knowledge in cognitive system.

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.

Worksheets non-practicum students who are the other types of tests used to measure indicators of ICL is the ability to analyze information. This research instrument in the implementation is given twice, the second and third meetings, but are used as a research instrument is only the third meeting LKS just because it is suspected that when students are working on the first worksheet in the second meeting, yet distinguishable difference in treatment between the two so that when the first hypothesis is tested on two-class worksheets show the same results.

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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.

An instrument that is used as a measuring device can be said to be good and fit for use if it meets the requirements of the test is to have adequate validity and reliability. However, in this study will test the feasibility of the instrument only on written questions, both multiple choice and essay questions. Here are today the results of the analysis of items was based on results of testing instruments include validity, reliability, level of difficulty and discrimination power.

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

Based on calculations using the formula product moment correlation coefficient is then obtained by the interpretation of the numbers in Table 3.1.

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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

A test is said to have high reliability if the test results can provide fixed and unchanging although tested many times (Arikunto, 2009:86). A test may be reliable but not valid, otherwise a valid test is usually reliable. To test the reliability of using the formula Alpha (Arikunto, 2009) as follows:

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

Analysis conducted to further test the instrument to analyze the level of difficulty. Problem is good is a matter that is not too easy or too difficult (Arikunto, 2009: 207). Difficulty level can be calculated using the following formula (Sudjana, 1995):

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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

The criteria of the value of the level of difficulty can be categorized based on Table 3.5, while the results of analytical calculation of the items was the difficulty level can be reviewed in Table 3.6 for the multiple choice and essay questions for all fall into the category of being.

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

The distinguishing categorization can be seen by Table 3.7. Distinguishing measured using ANATES program version 4.0.9 for multiple choice questions and ANATES version 4.0.5 for the essay. Based on the calculation results of the

38

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

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.

Questionnaire or questionnaires administered in both classes both experimental and control studies. Questionnaire was used to measure mental load during the learning progress of students in the experimental class is based on the dimensions of learning and conventional classroom-based control. Mental burden is one of the indicators that can track the whereabouts of ECL in students. Questionnaires were prepared using a systematic differentiation type questionnaire with a scale of 100. Higher value of the questionnaire indicates that

40

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

The hypothesis was tested using the Mann Whitney U test two tailed (two-tail). Mann Whitney U test is one type of non-parametric tests were used to test the significance of the two samples come from two different populations. This test is used by several criteria one of which is if the sample distribution is not abnormal. Samples previously tested using the prerequisite test or normality test has showed that all the samples are not normally distributed so Mann Whitney U test performed using SPSS 20 statistical applications. Criteria used to test the significance of this is if the value resulting from the test is <0.05 then H0 is rejected and vice versa if the significance value> 0.05 then H0 is accepted. This test has tested the significance of cognitive load between the experimental class

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

Correlation tests performed after normality test and test hypotheses. The type of test used is the Spearman's rho test which is a non-parametric correlation test. This test tested the correlation or relationship between indicators of cognitive load that interdisciplinary thinking skills, mental load and the ability to analyze information. First, the ability to think interdisciplinary mental burden correlated with both the ability to think interdisciplinary then correlated with the ability to analyze information and third information correlated with the ability to analyze the mental load. SPSS 20 was used to test the correlation of all these indicators.

42

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

Research instrument is used as a tool for research. There are two types of tools are used that test and non-test. The tests used include pretest and posttest student worksheets while the non-test used was a questionnaire or a questionnaire. Pretest posttest was used to measure the indicators of germane load that interdisciplinary thinking skills while BLM is used to measure the intrinsic load indicator of the ability to analyze information. Questionnaire or the questionnaire

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

At this stage is the final stage of the dilakukanb penelitaian which include data processing, data analysis and making conclusions and make a final report. Data analysis including normality test, hypothesis testing and correlation testing.

44

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.

Correlation between indicators of cognitive load showed no significant results except for the correlation between mental effort as an indicator of the ability to think interdisciplinary ECL as an indicator of GCL in the experimental class. Correlation between mental effort with interdisciplinary thinking skills in classroom experiments have inverse relationship, the lower the mental effort on the experimental class the higher interdisciplinary thinking skills. Correlation each load other cognitive not show significant results. It can be due to that the students are still in the learning stages connected partially thinking that it can not be identified relationships cognitive loads when connected learning.

62

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.

5. Those of other researchers who want to examine the connected learning should do team teaching consisting of teachers associated with material connected.

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Lee, Y. J. J. (2013). Analyzing Stundent´s Cognitive Load to Prioritize English Public Speaking Training. Journal of Data Analysis and Information Processing. 1, 35-45.

Malaescu, I. & Sutton, S.G. (2013). The Effect of Decision Aid Structural Restrictiveness on Cognitive Load, Perceived Usefulness and Reuse Intentions. Orlando: University of Central Florida.

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Marzano, R. J., Pickering, D., McTighe, J. (1993). Assessing Student Outcomes: Perfomance Assessment Using the Dimensions of Learning Model. Alexandria: the Association for Supervision and Curriculum Development.

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Mayer, R. E., Moreno, R. (2003). “Nine Ways to Reduce Cognitive Load in Multimedia Learning”. Journal of Educational Psychologist. 38, (1), 43-52.

Meissner, B., Bogner, F.X. (2013). Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education. World of Journal Education. 3 (2).

Meltzer, D.E. (2002). The Relationship Between Mathemativs Preparation and Conceptual Learning Gain in Physics: a Possible Hidden Variabele in Diagnostic Pre tes Score. Am. J.Phys. 70(2). 1259-1267. [Online] Tersedia: http://www.physics.lateste.edu/per/does/addedum-_on_normalizegain.pdf (23 April 2014)

Moreno, R. & Mayer, R.E. Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. (1999). Journal of Educational Psychology. 91 (2), 358/368

Moseley, D., Baumfield, V., Elliot, J., Gregson, M., Higgins, S., Miller, J., Newton, D. (2005). Frameworks for Thinking. Cambridge: Cambridge University Press.

Mousavi, S.Y., Low, R., Sweller, J. (1995). Reducing Cognitive Load by Mixing Auditory and Visual Presentations Modes. Journal of Educational Psycology.

Munir, S.,Rachman, M., Dwijanto. (2012). Penerapan Model Kurikulum Terpadu Mata Pelajaran KKPI Kompetensi Dasar Mengoperasikan Software Pengolah Kata Untuk Meningkatkan Keterampilan Menulis Surat Lamaran Pekerjaan. Innovative Journal of Curriculum and Educational Technology. 1, (2), 110-111.

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Nursit, I. (2012). “Beban Kognitif Siswa SMP Kelas VII dalam Pembelajaran Matematika Bilingual”. Paper on Seminar Nasional MIPA dan Pembelajaran 2012, Malang.

Paas, F., Tuovinen, J.E., Tabbers, H., Gerven, P. W. M. V. (2003). “Cognitive Load

Measurement as a Means to Advance Cognitive Load Theory”. Educational Psychologist. 28, (1), 63-71.

Paas, F., Renkl, A., Sweller, J. (2003). “Cognitive Load Theory and Instructional

Design: Recent Developments”. Educational Psychologist. 38, (1), 1-4.

Paas, F., & Van Merrienboer, J.J.G. (1994). Variability of Worked Examples and Transfer of Geometrical Problem Solving Skills: A Cognitive-Load Approach. Journal of Educational Psychology. 1 122-133.

Paas, F., & Van Gog, T. (2006). Optimising Worked Example Instruction: Different ways to Increase Germane Cognitive Load. Journal of Learning Instruction.

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