MEMBANGUN PEMBELAJARAN EFEKTIF MELALUI PEMAHAMAN PEMROSESAN INFORMASI
Keywords:
information processing, cognitive learning, attention, memory, instructional design.
Abstract
Understanding how learners process information is essential to designing effective instruction. This literature review explores the concept of information processing in learning, focusing on mental structures, cognitive stages, and instructional strategies that support meaningful learning. Findings show that learning occurs optimally when teachers facilitate attention, perception, encoding, storage, and retrieval processes. This article emphasizes the importance of cognitive load management, prior knowledge activation, and scaffolding to strengthen students’ ability to process and retain information. Recommendations are provided to enhance instructional design in Indonesian primary schools.
References
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Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726.
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
Gagné, R. M. (1985). The conditions of learning (4th ed.). Holt, Rinehart & Winston.
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Published
2026-01-17
How to Cite
Fitriana, D., Salsabila, Sofia, E., Oktaviani, E. T., Naldi, F., & Handayani, D. (2026). MEMBANGUN PEMBELAJARAN EFEKTIF MELALUI PEMAHAMAN PEMROSESAN INFORMASI. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(01), 274 - 286. https://doi.org/10.36989/didaktik.v12i01.11014
Section
Articles
