Setyawan, Dedy. 2013. Learning Using Lego Bricks Media Referring to CLT (Cognitive Load Theory) To Improve Learning Outcomes of Class 4 Integer Counting Operations. Thesis. Basic Education Study Program, Concentration of Mathematics, Postgraduate, State University of Malang. Advisor: (I) Dr. Edy Bambang Irawan, M.Pd., (II) Dr. Subanji, M.Si
Keywords : Cognitive Load Theory, the media lego bricks, learning outcomes, integer arithmetic operations
Learning mathematics on integer arithmetic operations material still has problems. Students still have difficulties when faced with problems such as or. This also happened to a private school in Malang, namely SDIT Ahmad Yani Malang. Some teachers complained that there were still many students who still did not understand integer arithmetic operations. lack of learning media as a means of conveying information to students. So that students find it difficult to accept integer arithmetic operations which seem more difficult than other materials. In addition to learning media, learning theory is one thing that needs to be considered. Learning theory such as cognitive load theory (Cognitive Load Theory) is a theory that examines the burden that must be borne by students when in learning.
This research uses classroom action research and aims to describe the application of learning with media Lego bricks which refers to CLT which can improve learning outcomes of integer arithmetic operations in grade 4 SDIT Ahmad Yani Malang in the even semester of the 2012/2013 academic year.
From the research results, it was found that the application of learning with media lego bricks which refers to the CLT (Cognitive Load Theory) which can improve learning outcomes of integer arithmetic operations for grade 4 elementary school students. With the steps: (a) Providing motivation by linking material to everyday life can increase cognitive load germane. (b) Reminding the prerequisite material by giving several questions to students. This is a manifestation of cognitive load management intrinsic, so that it can make it easier for students to understand the material. (c) The teacher explains and demonstrates the material using the media lego bricks. By using the media lego bricks, material that is difficult for students to understand is presented in interesting media and is familiar to students. This is a manifestation of cognitive load management intrinsic and reduced cognitive load extraneous, thus students easily understand the material and make students more focused. (d) The teacher distributes the worksheets and asks each group to discuss solving problems that exist in the worksheets. This is a manifestation of cognitive load management intrinsic and reduced cognitive load extraneous. (e) involving students to make conclusions, in order to manage cognitive load intrinsic and increase cognitive load germane, so that students can understand the material well.
From the results of the research in the first cycle the average percentage of the final test score was 72%. The success criterion that has been determined by the researcher is 75%, achieved in cycle II, namely 88%. So that the average result of the final test score increases by 16 %, this shows that the students' understanding of the material is getting better.