DEVELOPMENT OF E-LEARNING TEACHING MATERIALS ON MATRICES BASED ON COGNITIVE LOAD THEORY

Learning will be effective if it can minimize extraneous cognitive load because students' understanding can be improved and stored in long-term memory. The purpose of this study was to determine the development of elearning teaching materials on matrices based on cognitive load theory that is valid, practical, and effective. This teaching material development uses e-LKS (electronic student worksheet) with liveworksheet and presents example-based learning. This study uses the ADDIE development model. The development steps used are (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. A valid test based on expert judgment shows that e-learning teaching materials on matrices based on cognitive load theory get an average of 4.25 with a very valid category so that this teaching material is feasible to use. The practicality test based on the student response questionnaire showed that this teaching material obtained an average of 79.7% with a good category. The evaluation test showed that this teaching material obtained an average of 78.6% with student completeness in learning, so it can be concluded that e-learning teaching materials on matrices based on cognitive load theory can be said to be effective.


INTRODUCTION
Determining teaching materials is the main part that must be determined by the teacher, the use of inappropriate teaching materials can affect the implementation of the learning process. In the Covid-19 pandemic situation, e-learning teaching materials are needed because distance learning is a learning solution and can take advantage of technology.
The development of technology in education is a renewal of students' times, situations, conditions, and needs. E-learning teaching materials in mathematics learning by utilizing the internet can create a meaningful and enjoyable learning atmosphere (Agustina, Isnaini, & Nery, 2016). Through e-learning learning, students are trained to be independent in terms of finding their materials or subject matter at certain times in order to increase their knowledge, play an active role in the learning process, and be more responsible for the learning process in order to increase their knowledge (Arifin, & Herman, 2018).
In designing e-learning teaching materials, the teacher can attract students' attention and pay attention to students' cognition while learning. Learning is a process of changing the structure of knowledge from previously owned and stored knowledge in the brain through a reconstruction of old knowledge or by adding new knowledge. Learning in this sense is based on how the cognitive system works to understand knowledge in a meaningful way; therefore it is essential to understand how the cognitive system works when constructing knowledge and presenting teaching materials (Retnowati, 2008). Cognitive load is related to a person's mental effort when processing information (Santosa, Prabawanto, & Marethi, 2019). The theory that talks about cognitive load are Cognitive Load Theory (CLT), proposed by John Sweller. Cognitive load theory is based on a cognitive architecture that contains limited working memory with a processing unit divided into two, namely visual information processing and audio information processing (Afidah, 2015).
The central part of the memory system that works in processing information are working memory and long-term memory. Cognitive load is the effort that must be made in working memory to process information received in a limited capacity. Long-term memory is a part of the memory system where information is stored over a long time. Working memory is a storage system that can contain a limited amount of information. All information is processed here before it is stored in long-term memory in schematic form because working memory limitations are very prone to overloading. When a cognitive load is too heavy, the learning process can be hampered (Santosa et al., 2018).
Three sources cause cognitive load in working memory: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load (Sweller, 2010). Three things need to be considered in cognitive load: managing intrinsic cognitive load, minimizing extraneous cognitive load, and increasing germane cognitive load (Fuadi, Maman, & Hendrayana, 2019).
Learning will be effective if it can reduce the extraneous cognitive load (Kamaruddin, 2016).

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Development of e-learning teaching materials on matrices based on cognitive load theory Eliana, Nindiasari, Santosa To reduce the extraneous cognitive load, this teaching material is compiled in e-LKS (electronic student worksheet) with the help of a liveworksheet. Designing learning must involve human cognitive architecture so that effective and efficient learning must be in line with information processing principles (Sweller, 2008). Learning as a system consists of some organized components, including learning objectives, learning materials, learning strategies, and methods, learning media or teaching aids, class organizing, and learning evaluation. This teaching material uses e-LKS, which is presented by example-based learning with the effect of working example.
Example-based learning in e-LKS is divided into two types: Example-based learning with an explanation, which means explaining the steps for solving the problem given, and Examplebased learning with prompting explanation, which means learning with examples accompanied by directions prompting on each step of completion. Using the worked example reduced the extrinsic cognitive load but did not guarantee that this effect would also increase the cognitive load of germane. Using a worked example is believed to help students understand the material that has been taught by encouraging students to do self-explanations (Santosa, Prabawanto, & Marethi, 2019). With the application of e-LKS, which is presented with example-based learning, it is hoped that it can minimize or decrease extraneous cognitive load because student understanding can be improved and stored in long-term memory so that the teaching materials are arranged according to the thinking capacity of students.
Revealing the research process using a qualitative approach with the results shows that the material's complexity causes the intrinsic cognitive load, namely difficulty imagining, difficulty performing algebraic operations, difficulty determining triangle congruence, and difficulty determining angles. Extraneous cognitive load is caused by the teacher's way of explaining too quickly and the distraction of some noisy or rowdy friends. Germane's cognitive load is caused by the use of Cabri 3D in learning and giving practice questions (Yohanes, Subanji, and Sisworo, 2016). Based on the background above description, the writer wants to

METHODS
This development research uses the ADDIE research design, which consists of: analysis, design, development, implementation, evaluation. This research was conducted on students of SMK (vocational high school) class XI AK1. The stages carried out by researchers in this development are as follows:

Analysis
The analysis process is very important in terms of this development because the analysis results are a reference in making teaching materials. At this stage, the student needs analysis was conducted at SMK YP IPPI Petojo.

Design
After observing and gathering information, the next stage is the design or design stage. At this stage, the researcher made initial preparations, including KD analysis, the material to be studied, formulated basic ability indicators, designed teaching materials in the form of e-LKS then consulted with the supervisor. Simultaneously, the teaching material assessment instrument was validated by experts to obtain a valid assessment instrument.

Development
The development step can include activities to create and modify teaching materials to achieve predetermined learning objectives. At this stage, the researcher designs or preliminary designs on the actual appearance.

Implementation
The implementation in this study is a process of testing teaching materials in classroom learning. Teaching materials and instruments that have been revised based on input from the validator and are declared feasible can begin to become research objects.
The application of teaching materials in the classroom is carried out to determine the teaching materials' activeness and practicality.

Evaluation
This step is a process carried out to provide value to the product being developed.
The evaluation of teaching materials in this study was carried out based on validation sheets, student response questionnaires, and the results of the effectiveness of e-learning teaching materials. After going through the evaluation and refinement stages can produce scores obtained from all experts and respondents.
The data analysis techniques used in this study are as follows: 1. Analysis of the validity sheet Validation of e-learning teaching materials based on cognitive load theory will be carried out using experts. The data obtained from the results of expert validation were analyzed using analysis techniques according to the Khabibah (  The steps used to provide the questionnaire criteria for the practicality of teaching materials are as follows (Pangesti, & Retnowati, 2017): a. recap the total score from the practicality sheet that the students had filled in for each statement b. calculate the average score of each statement from the practicality questionnaire sheet that has been filled in by students, with the formula = ∑ ℎ c. questionnaire criteria for the practicality of teaching materials Teaching materials are said to meet the practical aspect if the minimum average assessment is in the "Good" criteria (Pangesti & Retnowati, 2017).

RESULTS AND DISCUSSION
The results of the research are based on the following development stages: In this stage, the researcher analyzed several things to provide an overview of the developed teaching materials. The analysis process is very important in terms of this development because the analysis results are a reference in making teaching materials.

Analysis
At this stage the needs analysis was carried out at SMK YP IPPI Petojo. The analysis carried out to support the development process is as follows: a. Analysis of teaching material needs In determining the analysis of teaching material needs, observations were made.
It aims to find out the teaching materials that are needed by students during the Covid-19 pandemic. This study's needs analysis was carried out in several stages, namely the observation of learning activities and the learning tools used. This research was conducted in class XI AK 1. From the above problems, one of the teaching materials to overcome the existing problems is to make e-learning teaching materials in e-LKS.

b. Analysis of material
After selecting the type of teaching materials developed, the researcher then selects the teaching materials to be developed. The material selection was carried out by consulting and discussing with the mathematics teacher at SMK YP IPPI Petojo. The material chosen is the Matrix because this material has not been studied, and usually students have difficulty understanding the material.
c. Analysis Curriculum At this stage, an analysis of the SMK mathematics curriculum was carried out.
The curriculum analysis includes analysis of Basic Competencies (KD), indicators, and learning objectives that students must achieve. The analysis is carried out so that the teaching materials are arranged according to the needs and match the basic competencies students must achieve in learning.

Design
After observing and gathering information, the next stage is the design or design b. Developing of teaching material assessment instruments At this stage, the researchers compiled a validated teaching material assessment instrument for experts to obtain a valid teaching material assessment instrument. The validation sheet consists of five answer choices with scores of 5, 4, 3, 2, and 1, respectively. The teaching material assessment instrument consists of 15 points of assessment covering several aspects: material presentation, language, and media presentation. After the instrument was made, the instrument was consulted with the supervisor, then it was validated by the experts who reviewed the questionnaire.

Development
The development step includes activities to create and modify teaching materials to achieve predetermined learning objectives. At this stage, the researcher translates the initial design or design into its actual appearance. The purpose of this stage is to obtain the initial product.
a. Developing of teaching materials In this step, the preparation of teaching materials is carried out online using Google Classroom media. Designing learning must involve human cognitive architecture so that learning is effective and efficient. Developing this teaching material using e-LKS, which is presented by example-based learning with worked example effects. Example-based learning can be used to reduce the cognitive load.
Example-based learning presents completion steps that lead to a final solution.   Development of e-learning teaching materials on matrices based on cognitive load theory Eliana, Nindiasari, Santosa prompting directions at each completion step. The way it is done, students read and understand the problems presented. Students solve the problem by filling in the answers in the space provided. If the student has completed or has already filled in all the answers, they can click finish. After clicking finish, a display will appear that can be seen in Figure 4. The redundancy effect occurs when several sources of information have the same meaning, causing overlapping information. Also, restating information that is well understood by students also causes a redundancy effect, which can increase the student's cognitive load.

Implementation
Implementation is the fourth step in the ADDIE development method. The implementation in this study is a process of testing teaching materials in classroom learning. Teaching materials and instruments that have been revised based on input from the validator and declared feasible can begin to become research objects. The application of teaching materials in the classroom is carried out to determine the teaching materials' activeness and practicality.

Evaluation
The final or fifth step of the ADDIE development model is evaluation. Evaluation is a process carried out by someone to provide an assessment of something, in this case the quality of learning teaching materials. Evaluation of teaching materials in this study was carried out based on expert validation sheets, and student response questionnaires and test results on learning teaching materials. This assessment will be used as a reference in determining the feasibility of the learning module being developed.
The results of the assessment of learning teaching materials will be explained as follows:

Results of Validation Sheet Data Analysis
Validation of e-learning teaching materials based on cognitive load theory will be carried out using experts. The data obtained from the results of expert validation were analyzed employing analysis techniques according to Khabibah. The following are the results of calculating the validation sheet by experts, which are shown in Table 4. Based on Table 4, it can be seen that aspect 1, namely the presentation of material with an average of 4.33, is included in the very valid category, aspect 2, namely language with an average of 4.0, is included in the very valid category, aspect 3 is the presentation of media with an average 4.40 is included in the very valid category. The total average validity of 4.25 is included in the very valid category. Overall, the learning-teaching materials developed are in the very valid category. It can be concluded that the e-LKS presented by example-based learning can be said to be suitable for use in research.

Analysis of Student's Questionnaire Response Data
The following are the results of calculating student responses to teaching materials shown in Table 5. Based on Table 5, it can be seen that the student questionnaire responses are included in the practical category of item number items 2, 3, 4, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20, and those included in the very practical category item number Prima: Jurnal Pendidikan Matematika Vol. 5, No. 1, January 2021, 47-63 items 1, 5, and 8. It was concluded that students responded positively to e-LKS. average 79.75.

Evaluation Test Data Analysis
The following are the results of calculating the student evaluation test on teaching materials shown in the table. Example-based learning is learning contained in cognitive load theory. In the early stages of the learning process, students have low-level knowledge. When students are faced with a problem to be solved students cannot answer because it creates an unproductive cognitive load, so there is little or no space capacity left for the process of understanding. Conversely, when students study example-based learning, they can concentrate on understanding because students have existing cognitive abilities and accept new cognitive abilities through the examples given. It was also expressed by (Pangesti, & Retnowati, 2017) designing and testing alternative learning strategies, one of which is the worked example effect strategy. This strategy is effectively used to prevent increased cognitive load.
Effective learning can be achieved by managing intrinsic cognitive load, minimizing extraneous cognitive load and increasing germane cognitive load. This was also expressed cognitive load so that students can easily understand the material. Reducing the extraneous cognitive load, the information processing process for students can be more effective so that the learning process is also more effective (Wantika, 2017).
This teaching material or e-LKS with the help of a liveworksheet has advantages.
Namely, students can directly fill in the answers to the assignment given by the teacher, students can find out to what extent students understand the material in a way that students can see which answers are correct and which are wrong, and given examplebased learning students can understand the material by reducing the cognitive load on students. As for the weaknesses of this teaching material, because using an internet connection, sometimes students cannot see which answers are right and which are wrong so it depends on the stability of the internet connection.

CONCLUSION
Based on the results of the development of e-learning teaching materials on matrix material based on cognitive load theory, it can be concluded that this research and development has resulted in e-learning teaching materials on matrix material based on cognitive load theory. This teaching material is arranged in the form of e-LKS with the help of liveworksheet, which is presented with example-based learning. Example-based learning can be used to reduce the cognitive load. Example-based learning presents completion steps that lead to a final solution.
The validation test based on experts' judgment shows that this teaching material obtains an average of 4.25 with a very valid category so that this teaching material is suitable for use.
The practicality test based on the student response questionnaire showed that this teaching material obtained an average of 79.7% with a good category, and the evaluation test showed that this teaching material obtained an average of 78.6% with student completeness in learning, so it can be concluded that E-learning teaching materials in the matrix material based on cognitive load theory can be said to be effective in class XI AK 1.
Based on the research results that have been done, the researcher's suggestions for the next researcher. Expanding the trial population and sample under study, not just limited to