Measurement of Student Cognitive Loads on Course Kapitaselekta Mathematics
DOI:
https://doi.org/10.61841/n72s3m76Keywords:
Cognitive Load, Kapitaselekta Mathematics, PGSD StudentsAbstract
The purpose of this study was to measure intrinsic cognitive load, extraneous cognitive load, and germane cognitive load students in the elementary school teacher education program (PGSD) at the Kapitaselekta lecture and how is the relationship between the three cognitive load components of PGSD students in the Kapitaselekta Mathematics lecture. This study uses a qualitative approach with descriptive research methods that aim to get a picture of the cognitive burden of PGSD students in the Kapitaselekta Mathematics lecture. The research subjects were PGSD students who contracted the Kapitaselekta Mathematics course in the 2018/2019 Academic Year as many as 50 students. Data analysis showed that the three components of the cognitive load filter correlated significantly even though the correlation was weak for several sub-concepts at the Kapitaselekta Mathematics.
Downloads
References
[1] Abdillah, Nusantara, T., Subanji, Susanto, H., & Abadyo. (2016). The Students Decision Making in Solving
Discount Problem. International Education Studies, 9(7):57-63.
[2] Baddeley, A. (2012). Working Memory: Theories, Models, and Controversies. Department of Psychology,
University of York, York YO10 5DD, United Kingdom.
[3] Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher
Education, 53, 483-516. doi: 10.1007/s10734-005-5628-5.
[4] Bokosmaty, S., Sweller, J., & Kalyuga, S. (2015). Learning geometry problem solving by studying worked
examples: effects of learner guidance and expertise. American Educational Research Journal, 52(2), 307–333.
[5] Brünken, R., Seufert, T., & Paas, F. (2010). Measuring Cognitive Load. In: Plass J. L. Moreno R., & Brunken, R.
(eds). Cognitive Load Theory. Cambridge: Cambridge University Press.
[6] Cowan, N. (2001). The Magical Number 4 in Short-Term Memory: A Reconsideration of Mental Storage
Capacity. Behavioral & Brain Sciences. 24, 87-114.
[7] Damayanti, F. (2013). Pembelajaran Berbantuan Multimedia Berdasarkan teori Beban Kognitif untuk
Meningkatkan Kemampuan Menyelesaikan Masalah Program Linear Siswa X TKR 1 SMKN 1 Doko. Jurnal
Pendidika sains, volume 1, nomor 2, Juni 2013.
[8] 133-140.
[9] Driscoll, M.P. (2005). Psychology of Learning for Instruction. (pp. 384-407; Ch. 11- Constructivism). Toronto,
ON: Pearson.
[10] Fitriyah, N.R., Setianingsih, R. (2014). Penerapan Model Pembelajaran PBI (Problem Based Instruction) Dengan
Mempertimbangkan Teori Beban Kognitif pada Materi Garis Singgung Persekutuan Dua Lingkaran di Kelas
VIII-F Smp Negeri 1 Pasuruan. MATHEdunesa Jurnal Ilmiah Pendidikan Matematika. Volume 3 No 2 Tahun
2014.
[11] Jong. (2010). Cognitive Load Theory, Educational research, and instructional design: some food for thought.
Instructional Sciences. 38:105-134.
[12] Kalyuga, S. (2011). Informing: A Cognitive Load Perspective. Informing Science: the International Journal of an
Emerging Transdiscipline Volume 14, 2011 p.33-45.
[13] Kirschner, P.A., Sweller, J., & Clark, R.E. 2006. Why Minimal Guidance during Instruction Does not Work: An
analysis of the Failure of Constructivist Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.
Educational Psychologist 41(2), 75-86.
[14] Kristiana, A.I. (2015). Pengembangan Model Pembelajaran Matematika Berstandar NCTM Bernuansa Cognitive
Load Theory untuk SMK Kelas X. Pancaran, vol 4, No 4, hal 91- 98, Nopember 2015.
[15] Leppink, J., Paas, F., Van Gog, T., van Der Vleuten, C. P., & Van Merrienboer, J. J. (2014). Effects of pairs of
problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30,
32–42.
[16] Lin, H. and Lin, J. (2013). Cognitive Load for Configuration Comprehension in Computer- Supported Geometry Problem Solving: An Eye Movement Perspective. International Journal of Science and Mathematics Education. 12:605—627.
[17] Mayer, Richard E & Moreno, Roxana. (2010). Cognitive Load Theory: Techniques That Increase Generative Processing in Multimedia Learning: Open Questions for Cognitive Load Research. United State of America: Cambridge University Press.
[18] Nursit, I. (2015). Pembelajaran Matematika menggunakan Metode discovery Berdasarkan teori Beban Kogntif. Jurnal Pendidikan Matematika (JPM). Volume I, Nomor 1, Februari 2015, 42-52. ISSN: 2442-4668.
[19] Paas, F., Ayres, P. (2014). Cognitive Load Theory: A Broader View on The Role of Memory in Learning and Education. Educational Psvchology Review (2014) 26:191-195. DOI 10.1007/s10648-014-9263-5.
[20] Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive Load Theory. Cambridge: Cambridge University Press.
[21] Rahmat, A., & Hindriana, A.F. (2014). Beban Kognitif Mahasiswa Dalam Pembelajaran Fungsi Terintegrasi Struktur Tumbuhan Berbasis Dimensi Belajar. Jurnal Ilmu Pendidikan. Jilid 20, Nomor 1, Juni 2014, hlm. 66-74.
[22] Rashid, S & Rana, R.A. (2019). Relationship between the Levels of Motivation and Learning Strategies of Prospective Teachers at Higher Education Level. Bulletin of Education and Research. April 2019, Vol. 41, No. 1 pp. 57-66.
[23] Rockliffe, F. & Gifford, S. 2012. Mathematics difficulties: does one approach fit all?. Research in Mathematics Education: British Society for Reasearch into Learning Mathematics, 14 (1): 1—15.
[24] Russo, J., Hopkins, S. (2017). CLASS challenging tasks Using cognitive load theory to inform the design of challenging mathematical tasks. Australian Primary Mathematics Classroom. Vol 22, no 1.
[25] Subanji. (2015). Teori Kesalahan Konstruksi Konsep dan Pemecahan Masalah Matematika.
[26] Malang: Universitas Negeri Malang
[27] Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review, 17(2), 147- 17.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
