ANALYSIS OF THE DESIGN OF @RUANGGURU’S INSTAGRAM EDUCATIONAL CONTENT FROM THE PERSPECTIVES OF MULTIMEDIA LEARNING AND COGNITIVE LOAD THEORY

Abstract

The development of social media has encouraged the emergence of digital learning through Instagram-based microlearning content. This study aims to analyze the message design of Ruangguru’s educational Instagram content from the perspectives of Multimedia Learning and Cognitive Load Theory. This study employed a qualitative approach using content analysis methods on five selected educational Instagram contents from Ruangguru through purposive sampling. Data were collected through documentation and observation of visual and verbal elements, including layout, color, typography, illustrations, and message structure. Data analysis used qualitative content analysis based on the principles of Multimedia Learning and Cognitive Load Theory. The findings revealed that Ruangguru’s educational content integrates verbal and visual elements to support digital learning communication. The use of illustrations, contrasting colors, typography, and communicative language enhances the attractiveness and readability of information. Most contents also applied multimedia, signaling, and spatial contiguity principles. However, several contents still showed dense text and visual elements that potentially increased users’ extraneous cognitive load. This study provides practical implications for developing effective, visually engaging, and cognitively supportive educational social media content in digital learning.