The Influence of Cognitive Loads (Low and High) of Multimedia in Direct Learning and Leraning Style to the Results of Reading Comprehension for the Second Grade of Senoir High School Students

Abstract

This study aims to analyze (1) the differences in learning result between groups of learners who are taught using low and high cognitive loaded multimedia in direct learning; (2) the differences in learning result among learners who have visual, auditory and kinesthetic styles; and (3) the interaction of cognitive load (low and high) usage in direct learning and learning styles to reading comprehension learning result.This study uses quasi experiments with factorial design (2x3) involving two groups of subjects, taking into account the moderator variables that may influence experiments on the results obtained. The study subjects were chosen randomly and then predicated. Two select subject groups received different treatment, group 1, were taught using low cognitive loaded and group 2 multimedia, were taught using high cognitive loaded multimedia. Both hypotheses were tested using a two-lane variance analysis technique (ANOVA). All statistical analyzes used the SPSS 20.0 statistical program and all null hypothesis testing was performed at a significance level of 5%.The results showed that: (1) there was a difference in learning result among high school class XI students, between groups of learners who were taught using low cognitive and low cognitive loaded multimedia in direct learning. Learning groups using low-cognitive burdened multimedia provide higher learning result than learning groups that are taught using high cognitive-loaded multimedia (2) there is a difference in learning result among high school class XI students, between learners' groups who have visual, auditory and kinesthetic learning styles; and (3) there is interaction of cognitive (low & high) cognitive load usage in direct learning and learning style to learning comprehension result of the second grade of senior high school students  class.Based on the research findings, some suggestions are given to the learner: (a) the learner should carefully design the lesson and develop guidelines at each stage of the learning process; (b) the learner should be advised to learn the teaching materials and the student’s worksheet before the learning process to explore the initial idea. For further research, it is hoped that there will be classroom action research to get the quality of process of learning based on technology and media more optimally, so it can be depicted the effectiveness level of certain cognitive loaded multimedia usage in direct learning.

Keywords: multimedia cognitive load, direct learning, learning style, reading comprehension, reading result