PENGARUH PERSEPSI BEBAN KOGNITIF DAN REGULASI DIRI TERHADAP KETAHANAN FOKUS MAHASISWA DALAM PENELUSURAN SUMBER SEJARAH

THE INFLUENCE OF PERCEIVED COGNITIVE LOAD AND SELF-REGULATED LEARNING ON STUDENTS' SUSTAINED ATTENTION IN HISTORICAL SOURCE EXPLORATION

Penelitian ini bertujuan mengeksplorasi interaksi antara beban kognitif dan regulasi diri dalam memengaruhi ketahanan fokus mahasiswa, khususnya dalam konteks pembelajaran sejarah. Ketahanan fokus berperan penting dalam menjaga kualitas pembelajaran, mencegah disinformasi sejarah, dan mendukung integritas akademik. Penelitian ini menggunakan metode kuantitatif dengan desain one-shot case study. Data dikumpulkan melalui angket beban kognitif, regulasi diri, dan ketahanan fokus, serta didukung oleh hasil tes panduan analisis berpikir sejarah dalam penelusuran sumber. Sampel terdiri dari 127 mahasiswa Pendidikan Sejarah Unesa semester 4 yang dipilih melalui purposive sampling. Analisis data mencakup uji prasyarat, asumsi klasik, linearitas, korelasi dan hipotesis menggunakan regresi linear berganda. Hasil menunjukkan bahwa rata-rata skor beban kognitif responden sebesar 55,81 (kategori tinggi), regulasi diri 77,84 (kategori sedang), dan ketahanan fokus 65,98 (kategori sedang). Uji regresi menunjukkan bahwa beban kognitif tidak berpengaruh signifikan terhadap ketahanan fokus (p=0,612), sedangkan regulasi diri memiliki pengaruh signifikan (p<0,05; t=0,000). Koefisien determinasi sebesar 0,262 menunjukkan bahwa 26,2% variasi ketahanan fokus dipengaruhi oleh kedua variabel bebas. Penelitian ini merekomendasikan strategi pembelajaran yang menurunkan beban kognitif melalui materi terstruktur atau scaffolding, serta penguatan regulasi diri melalui pelatihan khusus, guna meningkatkan ketahanan fokus mahasiswa secara optimal.

This study aims to explore the interaction between cognitive load and self-regulated learning in influencing students' sustained attention, particularly in the context of history learning. Sustained attention plays an important role in maintaining the quality of learning, preventing historical misinformation, and supporting academic integrity. This study employs a quantitative method with a one-shot case study design. Data were collected through questionnaires on cognitive load, self-regulation, and focus endurance, supplemented by results from a guided historical thinking analysis test in source exploration. The sample consisted of 127 fourth-semester History Education students at Unesa, selected through purposive sampling. Data analysis included tests of prerequisites, classical assumptions, linearity, and hypotheses using multiple linear regression. Results showed that the average cognitive load score of respondents was 55.81 (high category), self-regulation 77.84 (moderate category), and focus endurance 65.98 (moderate category). Regression testing revealed that cognitive load did not significantly influence focus endurance (p=0.612), while self-regulation had a significant influence (p<0.05; t=0.000). The coefficient of determination of 0.262 indicates that 26.2% of the variation in focus endurance is influenced by the two independent variables. This study recommends learning strategies that reduce cognitive load through structured materials or scaffolding, as well as strengthening self-regulation through specialized training, to optimally enhance students' focus endurance.