Strategi Guru Dalam Mengurangi Cognitive Load Pada Pembelajaran Bahasa Asing Di Era Digital
DOI:
https://doi.org/10.65951/edunex.v1i1.33Keywords:
Cognitive Load, Pembelajaran Bahasa Asing, Strategi Guru, Manajemen Pembelajaran, Pembelajaran DigitalAbstract
Perkembangan teknologi digital memperluas akses terhadap sumber belajar bahasa asing, tetapi juga meningkatkan tuntutan pemrosesan informasi peserta didik. Dalam pembelajaran bahasa asing, peserta didik tidak hanya memproses kosakata dan tata bahasa, tetapi juga mengintegrasikan makna, konteks, pengucapan, instruksi tugas, serta representasi digital. Kondisi ini berpotensi meningkatkan beban kognitif, terutama ketika materi kompleks disajikan tanpa mempertimbangkan kapasitas memori kerja. Penelitian ini bertujuan menganalisis strategi guru dalam mengurangi cognitive load pada pembelajaran bahasa asing di era digital. Penelitian menggunakan pendekatan kualitatif dengan metode narrative literature review. Literatur dipilih secara purposif dari karya ilmiah yang membahas Cognitive Load Theory (CLT), second language acquisition (SLA), computer-assisted language learning (CALL), multimedia learning, translanguaging, microlearning, dan pembelajaran adaptif berbasis kecerdasan artifisial. Analisis dilakukan melalui reduksi, kategorisasi, komparasi, sintesis, dan interpretasi temuan. Hasil sintesis menunjukkan bahwa pengelolaan cognitive load bukan berarti mengurangi kompleksitas akademik, melainkan mengatur cara kompleksitas dipresentasikan dan dipelajari. Strategi utama meliputi chunking, segmentasi materi, scaffolding, signaling, penyederhanaan multimedia, pengaturan tempo, translanguaging pedagogis, collaborative learning, microlearning berorientasi tujuan, serta teknologi adaptif secara terkontrol. Teknologi tidak otomatis mengurangi beban kognitif karena desain yang buruk dapat meningkatkan extraneous cognitive load. Guru perlu menempatkan pedagogi sebagai dasar integrasi teknologi dan menyesuaikan kompleksitas, dukungan, serta kecepatan pembelajaran berdasarkan kemampuan peserta didik.
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