Google Sites-based statistics learning: Integrating Tri-N ethnopedagogy and cognitive load theory
DOI:
https://doi.org/10.56587/bemi.v4i1.165Keywords:
Google Sites, Tri-N Philosophy, Cognitive Load Theory, E-learning Development, Statistics LearningAbstract
Background: Google Sites is commonly used as a static repository for learning materials, limiting its potential to foster meaningful cognitive engagement in mathematics education. Moreover, few studies have integrated Ki Hadjar Dewantara's Tri-N philosophy (Niteni, Nirokke, Nambahi) with Cognitive Load Theory (CLT) to design culturally responsive and cognitively structured e-learning, particularly for junior high school statistics.
Purpose: This study aimed to develop and validate a Google Sites-based e-learning platform grounded in Tri-N philosophy and CLT for Grade VIII statistics learning.
Method: This Research and Development (R&D) study employed a modified 3D development model adapted from Thiagarajan's 4D model, consisting of the Define, Design, and Develop stages. Participants included 32 Grade VIII students and one mathematics teacher. Data were gathered through observations, interviews, expert validation questionnaires, and student response questionnaires. Specific instruments were used to measure CLT aspects (e.g., intrinsic, extraneous, and germane cognitive load items) and Tri-N integration (e.g., items assessing niteni–observation, nirokke–imitation, and nambahi–creation activities). Data were analyzed using descriptive qualitative and quantitative techniques.
Findings: The developed e-learning product showed high validity and practicality. Content expert validation yielded a mean score of 4.05 (Valid), and media expert validation reached 4.44 (Highly Valid). Student practicality assessments indicated Practical levels, with overall means of 3.61 (limited trial) and 3.93 (large-scale trial). These findings suggest that integrating Tri-N with CLT provides a culturally responsive and cognitively optimized framework that enhances meaningful digital learning. This approach offers practical implications for designing local wisdom-based e-learning and warrants further research on its effectiveness in broader educational contexts and longer implementation periods
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Copyright (c) 2026 Istiqomah, Betty Kusumaningrum, Tiara Pramudianti, Sri Adi Widodo, Denik Agustito, Trisniawati, Hakeem Nafiu
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