Prinsip-Prinsip Kognitif Pembelajaran Multimedia: Peran Modality dan Contiguity Terhadap Peningkatan Hasil Belajar
ABSTRACT: This experiment was
to observe the cognitive principles of
multimedia learning, namely the role of
modality and contiguity in raising learning outcome. The intended
learning outcome was retention test, transfer test and matching test. The
implementation of experiment consisted of
four groups; group N (Narration), group IT (Integrated Text), group ST
(Separated Text) and control group. The subjects of experiment were 120 students male student and
female student of 19-21 years old,
semester II and IV, academic year 1999-2001 of Department of Kurikulum and Teknologi Pendidikan,
Department of Administrasi Pendidikan,
Department of Pendidikan Luar Sekolah,
Faculty of Ilmu Pendidikan, UNY, Yogyakarta.
Analysis of variant 1 Mixed 1- Factor
(Anava AB) was used to analyze data. T-test among A classifications which were
obtained for retention of t-test score; –2.148; -4.245; -6.510 for each, score
of p= 0.032; 0.000; 0,000 for each, transfer of t-test – 2.545; -4.895; -7.290
for each, with p=0.0012; 0.000; 0.000 for each, for matching, the scores of
t-test–2.554; -4.812; -6.787 for each, with p= 0.012; 0.000; 0.000 for each. The
hypothesis was significantly accepted. This meant that the students to whom the
principles of learning by using modality
and spatial contiguity were provided had greater retention learning outcome,
transfer and matching compared with students to whom the principles of learning
using modality and spatial contiguity were not provided. While statistic
analysis of t-test among classifications
was obtained –2.265; p 0,024 of t-test retention, -2.398; p= 0,017 of t-test transfer, -1.975; p=0.048 of t-test matching, the hypothesis was
signifi-cantly accepted. This meant that students of group N (Narration) had greater learning outcome
of retention, transfer and matching compared with students of group IT
(integrated Text). Rather, statistic analysis using t-test among
classifications gave results; -2.097; 9 0.036 of t-test retention, -2.348; p=
0.019 of t-test transfer, and –2.258; p= 0.024 of t-test matching, so that
hypothesis was significantly accepted. This meant that students of group IT
(Integrated Text) had greater learning outcome of retention, transfer and matching compared
with students of group ST. Prinsip-Prinsip Kognitif Pembelajaran Multimedia:
Peran Modality dan Contiguity
Keywords: cognitive, learning,
multimedia, modal-ity, and contiguity
Penulis: Fatimah Saguni
Kode Jurnal: jppendidikandd060001
