Writing Is Thinking as A Strategy Against Students' Extra Cognitive Load In Light and Optics Online Learning

Riana, Nurismawati and Adi, Rahmat and Parsaoran, Siahaan (2021) Writing Is Thinking as A Strategy Against Students' Extra Cognitive Load In Light and Optics Online Learning. Book Chapter Pedagogical Innovations in Education. pp. 107-113.

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Abstract

This study aims to examine the effect of writing-is-thinking strategy on students’ extraneous cognitive load (ECL). The respondents are Junior High School students from eighth grade at a public school in Cimahi City. The research method that used was quasi-experimental. For the study’s design, the research used post-test only control group design since the data collection were carried out after the treatment. A subjective Rating Scale to measure students’ extraneous cognitive load was used in this research study. The instrument consists of 10 items that are given for the first and second meetings after the learning process. IBM SPSS 23.00 program was used for the analysis of the data. By the findings; In this study, results examined that most students in the experimental group have a lower ECL score compared to the control group for both meetings. Hence, writing-is-thinking strategy has an impact on a reduction of extraneous cognitive load. The decline of ECL has a significant difference based on Mann-Whitney Test that should lead to enhancing Germane Cognitive Load and meaningful learning. Writing is thinking as a learning strategy does not pose a complex learning task. Therefore, writing is thinking, not a complex one, could affect the decline in ECL.

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