Prinsip Desain Media Pembelajaran Interaktif untuk Mendukung Pembelajaran Berdasarkan Cognitive Load Theory (CLT)
DOI:
https://doi.org/10.59632/multimodal.v1i1.869Keywords:
Cognitive Load Theory, Media Pembelajaran Interaktif, Desain Pembelajaran, MultimediaAbstract
Penggunaan media pembelajaran interaktif dalam pendidikan digital terus meningkat, namun kompleksitas visual dan interaktivitas yang tidak terkontrol berpotensi menimbulkan beban kognitif berlebih bagi pembelajar. Cognitive Load Theory (CLT) menawarkan kerangka teoretis untuk memahami bagaimana desain media pembelajaran seharusnya disesuaikan dengan keterbatasan memori kerja. Penelitian ini bertujuan untuk menyintesis prinsip desain media pembelajaran interaktif berbasis CLT serta mengkaji penerapannya dalam meningkatkan efektivitas pembelajaran. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengikuti pedoman PRISMA. Pencarian artikel dilakukan melalui database Google Scholar menggunakan kata kunci terkait CLT, media pembelajaran interaktif, dan prinsip desain, dengan rentang publikasi tahun 2020–2025. Dari proses seleksi bertahap, sebanyak 15 artikel empiris dinyatakan memenuhi kriteria inklusi dan dianalisis secara kualitatif. Hasil sintesis menunjukkan bahwa prinsip desain utama meliputi (1) pengurangan extraneous cognitive load melalui koherensi dan kesederhanaan visual, (2) pengelolaan intrinsic load melalui segmentasi dan scaffolding, (3) serta penguatan germane load melalui signaling dan aktivitas kognitif terarah. Penerapan prinsip-prinsip tersebut terbukti relatif efektif pada multimedia dan video pembelajaran, namun menghadapi tantangan lebih kompleks pada media imersif seperti virtual reality. Temuan ini menegaskan pentingnya desain media pembelajaran interaktif yang berlandaskan prinsip kognitif, bukan semata-mata pada aspek teknologi.
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