ANALYSIS OF THE SUITABILITY OF VISUAL DESIGN OF ENERGY CONVERSION MEDIA WITH THE COGNITIVE CHARACTERISTICS OF JUNIOR HIGH SCHOOL STUDENTS BASED ON MULTIMEDIA LEARNING PRINCIPLES

Abstract

Visualization of procedural science material such as energy conversion is necessary to represent invisible energt chages, however its effectiveness depends on compatibility with the student's cognitive characteristics. This study analyze the suitability of the design of energy conversion media based on coherence, segmenting, signalung and spatial contiguity and their implications for junior high school students’ cognitive load. This study uses a quantitative descriptive approach with a content analysis method. Data is collected through direct observation of all visual elements of the media, including layout, text, color, visual markers and sequence of information. The analysis instrument was compiled based on a synthesis of literature on multimedia learning and cognitive load. Results show consistent application of segmenting, signaling and spatial contiguity consistently, however the application of coherence is still weak due to the use of irrelevant decorative elements. These findings show that the success of visualization in science learning is not only determined by the presence of animations, but also depends on the suitability of the design with the cognitive characteristics of students. This study recommends the elimination of irrelevant decorative elements and maintaining the integration of the principles of segmenting, signaling and spatial contiguity in the development of science learning media in junior high schools.