Desain Multimedia Pembelajaran Abad Ke-21: Integrasi Cognitive Load Theory, TPACK, dan Model IPED dalam Optimalisasi Pembelajaran Digital
DOI:
https://doi.org/10.31004/basicedu.v10i3.12177Keywords:
Multimedia Pembelajaran, Cognitive Load Theory, TPACK, IPED, Desain InstruksionalAbstract
Transformasi digital telah mengubah lanskap pendidikan menuju pembelajaran yang lebih interaktif, adaptif, dan berpusat pada peserta didik. Dalam konteks tersebut, multimedia pembelajaran menjadi instrumen penting yang mampu mengintegrasikan berbagai bentuk representasi informasi, seperti teks, gambar, audio, video, animasi, dan simulasi. Namun, efektivitas multimedia tidak hanya ditentukan oleh keberagaman media yang digunakan, melainkan oleh kualitas desain instruksional yang mendasarinya. Artikel ini bertujuan mengembangkan kerangka konseptual multimedia pembelajaran yang efektif melalui integrasi Cognitive Load Theory (CLT), Technological Pedagogical Content Knowledge (TPACK), dan model IPED. Penelitian menggunakan pendekatan studi kepustakaan dengan metode analisis deskriptif-kritis terhadap berbagai literatur ilmiah yang relevan. Hasil kajian menunjukkan bahwa CLT berperan dalam mengelola beban kognitif peserta didik, TPACK memastikan integrasi teknologi, pedagogi, dan konten secara seimbang, sedangkan IPED menyediakan prosedur sistematis dalam pengembangan multimedia pembelajaran. Sintesis ketiga kerangka tersebut menghasilkan model konseptual yang mampu meningkatkan efektivitas, efisiensi, dan keberlanjutan implementasi multimedia dalam pembelajaran abad ke-21.
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