ROLE OF DUAL CODING THEORY AND COGNITION IN TEACHING AND LEARNING THROUGH PEDAGOGICAL METHODS HERMENEUTICS (69 - 83)

Abstract

This research aims to identify and interpret the role of dual coding theory and the cognitive processes by teachers in teaching in the classroom. Pedagogical Hermeneutic Analysis as a qualitative and interpretative method is used to interpret the role of dual coding theory, i.e. visual and verbal learning which are expected to create impact on the cognitive process in teaching and learning. Research analysis showed that the visual and verbal technique usage creates meaningful impact in teaching. When the visual and verbal techniques are used simultaneously, it enhances cognitive processing in teaching and learning atmosphere for teachers and students. This situation enhances knowledge receiving by students.