Empirical Investigation of Cognitive Load Theory in Problem Solving Domain

2018 ◽  
pp. 120-129
Author(s):  
Kazuhisa Miwa ◽  
Hitoshi Terai ◽  
Kazuaki Kojima
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Empirical Investigation ◽  
Load Theory

scholarly journals Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

2018 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Hanifa Prahastami Pambayun ◽  
Endah Retnowati
Keyword(s):  
High School ◽  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Load Theory ◽  
Study Results

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

scholarly journals Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?

2020 ◽  
Vol 32 (4) ◽  
pp. 1003-1027 ◽  
Author(s):  
Katharina Scheiter ◽  
Rakefet Ackerman ◽  
Vincent Hoogerheide
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Research Agenda ◽  
Mental Effort ◽  
Objective Measures ◽  
Subjective Measures ◽  
Load Theory ◽  
And Performance ◽  
Robust Evidence

Abstract A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research, metacognitive research provides robust evidence that self-appraisals of performance are often biased. In this review, we consider the possibility that mental effort appraisals may also be biased. In particular, we review signs for covariations and mismatches between subjective and objective measures of effort. Our review suggests that subjective and most objective effort measures appear reliable and valid when evaluated in isolation, because they discriminate among tasks of varying complexity. However, not much is known about their mutual correspondence—that is, whether subjective measures covariate with objective measures. Moreover, there is evidence that people utilize heuristic cues when appraising their effort, similar to utilization of heuristic cues underlying metacognitive appraisals of performance. These cues are identified by exposing biases—mismatch in effects of cue variations on appraisals and performance. The review concludes with a research agenda in which we suggest applying the well-established methodologies for studying biases in self-appraisals of performance in metacognitive research to investigating effort appraisals. One promising method could be to determine the covariation of effort appraisals and objective effort measures as an indicator of the resolution of effort appraisals.

scholarly journals The Effect of Problem-based Learning Model Modified by Cognitive Load Theory on Mathematical Problem Solving Skills

2020 ◽  
Vol 2 (2) ◽  
pp. 41-55
Author(s):  
Maulida Nur Zahara ◽  
Aan Hendrayana ◽  
Aan Subhan Pamungkas
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Primary Data ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Load Theory

The background of the research is based on the fact that problem solving skills and its process is still low so that those create overload information. Another way to overcome this problem is to use a problem-based learning model which concerns on cognitive load theory. This study is aimed to determine on how students' problem solving skills when using a problem-based learning model modified by cognitive load theory. This research method uses a combination of research methods, namely quantitative as primary data and qualitative as secondary data. The population in this study are all students of grade VII Junior High School accredited A in Tangerang Regency. The sampling technique used is cluster random sampling and the selected sample is 60 students of Grade VII SMP Negeri 3 Cikupa which divided into experimental class and control class. The instruments in this research are 5 short essay tests and non-tests, questionnaire and interview. Based on data analysis’ result, it can be concluded that the achievement and improvement of students' mathematical problem solving abilities which use problem-based learning model modified by cognitive load theory is better than for those using problem-based learning generally.

scholarly journals Teachers' Point of View in Teaching Mathematical Problem-Solving

2018 ◽  
Vol 12 (2) ◽  
pp. 39-66
Author(s):  
András Ambrus ◽  
Dániel Katona
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Teaching Practice ◽  
Mathematical Problem ◽  
Point Of View ◽  
Mathematical Problem Solving ◽  
Load Theory ◽  
School Teaching ◽  
Young Teachers

There is still a deep gap between the theories of the didactics of mathematics and mathematics teaching practice worldwide. In our article, we analyse our trial to reach practicing mathematics teachers and summarize their opinion about some basic issues of teaching mathematics problem-solving from the point of view of cognitive load theory, what is a quite new topic in mathematics didactics society. We asked on the one hand, teachers from a small town in Hungary, and on the other hand, expert teachers and four young teachers from elite schools in the capital. The four young teachers have also started their PhD studies in mathematics education, besides school teaching. The opinions of the two groups of teachers reflect different attitudes towards teaching problem-solving, but in both cases relevant and important perspectives of the Hungarian school reality. The base of our study was a talk and an article of the first author, related to the role of human memory in learning and teaching mathematical problem-solving. We have been interested in how classroom teachers can take into consideration some results of the cognitive load theory, e.g. the split-attention effect and schema automation in their teaching practice, as well as in their attitudes to the use of worked examples and distributed practice. We analyse the results mostly from the perspective of desirable developments in in-service teacher training in Hungary.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Investigating the Value of Process Books in the Design Process Using Cognitive Load Theory

2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan
Keyword(s):  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Load Theory
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