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12 Prinsip Multimedia menurut Richard E. Mayer dalam Cognitive

Theory of Multimedia Learning

Presentation · August 2021

DOI: 10.13140/RG.2.2.22508.69761

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 TATANAN MEDIA UNTUK PEMBELAJARAN

PRINCIPLES OF MULTIMEDIA LEARNING

MEMILIH & MENENTUKAN JENIS MEDIA PEMBELAJARAN
Richard, E. Mayer. (2009). Multimedia Learning 2nd Edition
Cognitive Theory of Multimedia Learning

Uwes A. Chaeruman

Suryo Danar Saputra

“
If you are designing a PowerPoint presentation, developing an online course or
preparing to flip your classroom, you may need to reconsider how you will get
students to engage with the material without the traditional face-to-face
interaction.

In the book Multimedia Learning 2nd Edition (Cambridge University Press, 2009),
Richard E. Mayer discusses twelve principles that shape the design and
organization of multimedia presentations:
 TEORI KOGNITIF
Mayer’s Cognitive Theory of Multimedia Learning
 TEORI KOGNITIF
Mayer’s Cognitive Theory of Multimedia Learning

The cognitive theory of multimedia learning specifies

five cognitive processes in multimedia learning:

Selecting relevant words

1 from the presented text or narration,

Selecting relevant images

2 from the presented graphics,

Organizing the selected words

3 into a coherent verbal representation,

4 Organizing selected images

into a coherent pictorial representation, and

5 Integrating the pictorial and verbal

representations and prior knowledge.
 TEORI KOGNITIF
Mayer’s Cognitive Theory of Multimedia Learning
 TEORI KOGNITIF
Mayer’s Cognitive Theory of Multimedia Learning

DUAL CHANNELS | LIMITED CAPACITY | ACTIVE PROCESSING

 TEORI KOGNITIF
Mayer’s Cognitive Theory of Multimedia Learning

(Dual Channel) (Active Processing)

Selecting Organizing Verbal

Words Ears Sounds
Words Words Mode
Integrating Prior
Knowledge
Selecting Organizing Pictoral
Pictures Eyes Images
Images Images Mode

Multimedia Sensory
Working Memory Long-Term Memory
Presentaton Memory

(Limited Capacity)
 PROCESSING IMAGE
Mayer’s Cognitive Theory of Multimedia Learning

(Dual Channel) (Active Processing)

Integrating Prior
Knowledge
Selecting Organizing Pictoral
Pictures Eyes Images
Images Images Mode

Multimedia Sensory
Working Memory Long-Term Memory
Presentaton Memory

(Limited Capacity)
 PROCESSING SPOKEN WORDS
Mayer’s Cognitive Theory of Multimedia Learning

(Dual Channel) (Active Processing)

Selecting Organizing Verbal

Words Ears Sounds
Words Words Mode
Integrating Prior
Knowledge

Multimedia Sensory
Working Memory Long-Term Memory
Presentaton Memory

(Limited Capacity)
 PROCESSING PRINTED WORDS
Mayer’s Cognitive Theory of Multimedia Learning

(Dual Channel) (Active Processing)

Organizing Verbal
Words Sounds
Words Mode
Integrating Prior
Knowledge
Selecting
Eyes Images
Images

Multimedia Sensory
Working Memory Long-Term Memory
Presentaton Memory

(Limited Capacity)
 PRINSIP PEMBELAJARAN MULTIMEDIA
12 Mayer, Richard E. (2009). Multimedia Learning (2nd Edition), Cambridge University Press.

COHERENCE SIGNALING REDUNDANCY SPATIAL CONTIGUITY

TEMPORAL CONTIGUITY SEGMENTING PRE-TRAINING MODALITY

MULTIMEDIA PERSONALISATION VOICE IMAGE

 COHERENCE PRINCIPLE
People learn better when extraneous words,
pictures and sounds are excluded rather than
included.
 SIGNALING PRINCIPLE
People learn better when cues that
highlight the organization of the essential
material are added.
 REDUNDANCY PRINCIPLE
People learn better from graphics and narration
than from graphics, narration and on-screen text.
 SPATIAL CONTIGUITY PRINCIPLE
People learn better when corresponding words and
pictures are presented near rather than far from each
other on the page or screen.
 TEMPORAL CONTIGUITY PRINCIPLE
People learn better when corresponding words and pictures
are presented simultaneously rather than successively
 SEGMENTING PRINCIPLE
People learn better from
a multimedia lesson is presented in user-
paced segments rather than as a
continuous unit.
 PRE-TRAINING PRINCIPLE
People learn better from a multimedia lesson
when they know the names and characteristics
of the main concepts.
 MODALITY PRINCIPLE
People learn better from graphics and
narrations than from animation and on-
screen text.
 MULTIMEDIA PRINCIPLE
People learn better from words and pictures
than from words alone.
 PERSONALISATION PRINCIPLE
People learn better from multimedia lessons when
words are in conversational style rather than formal
style.
 VOICE PRINCIPLE
People learn better when
the narration in multimedia lessons is
spoken in a friendly human voice rather
than a machine voice.
 IMAGE PRINCIPLE
People do not necessarily learn better
from a multimedia lesson when the
speaker’s image is added to the screen.
MEMILIH & MENENTUKAN
JENIS MEDIA PEMBELAJARAN
Chaeruman, Uwes A. (2017)
 MEMILIH & MENENTUKAN
JENIS MEDIA PEMBELAJARAN
Chaeruman, Uwes A. (2017)

Ragam Media
Ragam Pengetahuan
Teks Audio Visual Video Animasi Simulasi

Fakta - -

Konsep -

Prinsip

Prosedur

Bahan Pertimbangan: Ketersediaan Sumber Daya (Dana, Waktu, Tenaga) dan faktor lain
 TERIMA KASIH

Presentation Credit:

Multimedia Learning 2nd Edition Uwes Anis Chaeruman

Cognitive Theory of Multimedia Learning Universitas Negeri Jakarta
– Richard E. Mayer
Meningkatkan Interaktivitas Pembelajaran Daring
– Uwes A. Chaeruman

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