Pengaruh Desain Pesan Pembelajaran Prinsip Persepsi dan Prinsip Memori terhadap Motivasi Intrinsik Belajar Mahasiswa

I Made Sudiksa, Gusi Putu Lestara Permana, Adie Wahyudi Oktavia Gama

Abstract


Pembelajaran di era digitalisasi yang semakin pesat, desain pesan pembelajaran digital menjadi komponen krusial dalam menciptakan pengalaman belajar yang efektif, interaktif, dan relevan bagi mahasiswa guna menumbuhkan motivasi belajar mahasiswa. Penelitian ini bertujuan untuk menganalisis pengaruh desain pesan pembelajaran prinsip persepsi dan prinsip memori terhadap motivasi belajar mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan analisis Partial Least Square–Structural Equation Modeling (PLS-SEM) dengan software SmartPLS 4.1. Subjek penelitian adalah 177 orang mahasiswa Universitas Pendidikan Nasional yang dipilih melalui teknik probability sampling. Hasil penelitian menunjukkan prinsip persepsi dan prinsip memori berpengaruh positif serta signifikan terhadap motivasi intrinsik belajar mahasiswa. Hal tersebut ditunjukkan dari hasil analisis, di mana nilai P sebesar 0,000 lebih kecil dari tingkat signifikansi 5%. Ini berarti desain pesan pembelajaran yang dirancang berdasarkan prinsip persepsi dan prinsip memori merupakan faktor penting dalam meningkatkan motivasi intrinsik belajar dan efektivitas pembelajaran di era digital. Secara praktis, hasil ini dapat menjadi dasar bagi pendidik dan perancang pembelajaran untuk merancang media dan materi ajar digital yang lebih menarik, mudah dipahami, dan mampu mempertahankan perhatian mahasiswa

Keywords


message design, perception principle, memory, motivation, learning

Full Text:

PDF

References


Abril Munadhil Alkhoir, lham Nawawi, Mohammad Meidy Abrar Nurjasir, & Syafari, Z. F. (2024). Dampak Pembelajaran Daring terhadap Motivasi Belajar Mahasiswa Teknologi Pendidikan Angkatan 2023. Realisasi : Ilmu Pendidikan, Seni Rupa Dan Desain, 1(3), 41–45. https://doi.org/10.62383/realisasi.v1i3.145

Bland, T., Guo, M., & Dousay, T. A. (2024). Multimedia design for learner interest and achievement: a visual guide to pharmacology. BMC Medical Education, 24(1), 1–10. https://doi.org/10.1186/s12909-024-05077-y

Çeken, B., & Ta?k?n, N. (2022). Multimedia learning principles in different learning environments: a systematic review. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00200-2

Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and Education Both the science and practice of education depend on a firm under- standing of many psychological phenomena, including such cognitive topics. Educational Psychology Review, 3(3), 149–210. https://www.researchgate.net/publication/225249172_Dual_Coding_Theory_and_Education

Fang, X., Ng, D. T. K., Leung, J. K. L., & Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: a systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919–5946. https://doi.org/10.1080/10494820.2023.2240867

Fitri, Y. (2020). The Effect of Learning Motivation and Visual Aids on Student Learning Achievement. International Journal of Research and Review (Ijrrjournal.Com), 7(1), 1. https://www.ijrrjournal.com/IJRR_Vol.7_Issue.1_Jan2020/Abstract_IJRR0029.html

Hair, J. J. F., Hult, G. T. M., Ringle, C. M., & Marko, S. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications, Inc.

Hindradjat, J., Hambali, I., Atmoko, A., & Livana, P. H. (2022). The Effect of Achievement Motivation and Self-Regulated Learning on Student Learning Behavior in the Time of Online Learning in Indonesia. Open Access Macedonian Journal of Medical Sciences, 10, 262–272. https://doi.org/10.3889/oamjms.2022.8279

Issa, N., Mayer, R. E., Schuller, M., Wang, E., Shapiro, M. B., & Darosa, D. A. (2013). Teaching for understanding in medical classrooms using multimedia design principles. Medical Education, 47(4), 388–396. https://doi.org/10.1111/medu.12127

Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer.

Kemp, J. E. (1985). Proses Desain Instruksional. Harper & Row.

Lisdawati, Sabrin, & Ramly. (2021). Accounting : Jurnal Pendidikan Akuntansi. Accounting: Jurnal Pendidikan Akuntansi, 2(2), 73–78.

Mayer, R. E. (2009). Multimedia Learning: Prinsip dan Aplikasi. Pustaka Pelajar.

Paivio, A. (1990). Mental Representations: A Dual Codding Approach. Oxford University Press.

Pirouzmand, R., Rostaminezhad, M., & ... (2024). The Effect of Animated Pedagogical Agent Visual Signaling on The Attention of Students in a Multimedia Learning Environment: An Eye-tracking Approach. … of Education Journal …, 18(2), 465–478. https://jte.sru.ac.ir/article_2085_en.html%0Ahttps://jte.sru.ac.ir/article_2085_51a8c687175a7f199b37609092b6fcdb.pdf

Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive Load Theory. Cambridge University Press.

Putri, S. E., & Alyani, F. (2023). Effect of Using Multimedia-Based Learning on Motivation and Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(11), 9921–9927. https://doi.org/10.29303/jppipa.v9i11.4396

Rahma, J., & Nawir, M. (2024). Pengaruh Multimedia Interaktif Terhadap Motivasi Belajar IPA Siswa Kelas VII SMP Negeri 11 Satap Pulau Masalima Liukang Kalmas Kabupaten Pangkep. Didaktik : Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 10(03), 302–312. https://doi.org/10.36989/didaktik.v10i3.3839v

Rahmawati, L., Bachri, B. S., Maureen, I. Y., Pendidikan, M. T., & Surabaya, U. N. (2025). Kajian Literatur : Pengaruh E-Modul Interaktif Terhadap Motivasi Siswa dalam Pembelajaran. 20(2), 1–12. https://doi.org/10.31603/paedagogie.v20i2.14025

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in Education: Theory, Research, and Applications. Pearson Education.

Taoc, A. J. L., & Ramirez, I. A. L. (2025). Effects of Multimedia Instructional Materials on Learners ’ Academic Performance. 10(2), 474–485. https://www.ijnrd.org/papers/IJNRD2502257.pdf

Wei, S., Lei, Q., Chen, Y., & Xin, Y. P. (2023). The Effects of Visual Cueing on Students with and without Math Learning Difficulties in Online Problem Solving: Evidence from Eye Movement. Behavioral Sciences, 13(11). https://doi.org/10.3390/bs13110927

Wong, J. T., & Hughes, B. S. (2023). Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. In Journal of Computing in Higher Education (Vol. 35, Issue 3). Springer US. https://doi.org/10.1007/s12528-022-09342-1

Yahiaoui, F., Aichouche, R., Chergui, K., Brika, S. K. M., Almezher, M., Musa, A. A., & Lamari, I. A. (2022). The Impact of e-Learning Systems on Motivating Students and Enhancing Their Outcomes During COVID-19: A Mixed-Method Approach. Frontiers in Psychology, 13(July). https://doi.org/10.3389/fpsyg.2022.874181

Zimmerman, & Barry, J. (2013). Applications of Self-Regulated Learning Across Diverse Discipline. IAP.




DOI: https://doi.org/10.31004/edukatif.v7i5.8572

Article Metrics

Abstract view : 61 times
PDF - 47 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 I Made Sudiksa, Gusi Putu Lestara Permana , Adie Wahyudi Oktavia Gama

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.