The Effect of Concept Map on Cognitive Load in Science Classroom During Post-Pandemic COVID-19 Anna Nurul Alfyah (a*), Adi Rahmat (b), Taufik Rahman (b)
a) Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi 229, Bandung 40154
b) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi 229, Bandung 40154
Abstract
Currently, students are allowed to back to school for learning in this post-pandemic Covid-19. For months, students were forced to do remote learning through online classes. As the social restriction limits the learning process unlike the real classroom situation, it is expected that online learning would impact cognitive load. This study investigated the effect of a concept map on cognitive load during heat topic. The method of this research was a quasi-experiment with a post-test-only control group design. The participants were 70 students in seventh grade which divided into two groups. The naïve subjective rating scale was used to measure cognitive load which is consist of Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL). The experimental group which used concept map during learning scored lower on cognitive load than the control group. The average ICL and ECL scores of the experimental group were lower than the control group, whereas the average score of GLC was higher than the control group. The findings suggested that the concept map can be used to reduce cognitive load and as a learning tool, it can be used in the classroom or during self-learning sessions in remote education.
