Optimalisasi working memory siswa melalui desain worked example berbasis cognitive load theory pada materi SPLDV
DOI:
10.29303/jm.v7i4.11029Published:
2025-12-15Downloads
Abstract
Systems of Linear Equations with Two Variables (SPLDV) contain numerous symbols and present high complexity in their solution processes, which can create substantial cognitive demands for middle school students. Instructional design that minimizes irrelevant cognitive load while optimizing schema formation is essential to accommodate the limited capacity of working memory. Cognitive Load Theory (CLT) offers effective strategic alternatives for managing cognitive load during learning, particularly in reducing extraneous cognitive load. One recommended approach is the implementation of worked example strategies. This article focuses on developing a worked example design for SPLDV material based on CLT principles. The research comprises three phases: examining the cognitive load of SPLDV content, reviewing fundamental CLT principles, and constructing instructional design using worked example strategies. The research produces a worked example design featuring structured solution steps that eliminate split attention and redundancy effects, successfully reducing extraneous cognitive load and enhancing working memory effectiveness in learning SPLDV. These findings can serve as a foundation for further design development or empirical validation in broader educational contexts.
Keywords:
worked example design instructional SPLDV AlgebraReferences
Bhattacharya, S., Wang, Y., & Xu, D. (2010). Beyond simon’s means-ends analysis: Natural creativity and the unanswered ‘why’ in the design of intelligent systems for problem-solving. Minds and Machines, 20(3), 327–347. https://doi.org/10.1007/s11023-010-9198-7
Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29(2), 393–405. https://doi.org/10.1007/s10648-016-9359-1
Chen, O., Retnowati, E., & Kalyuga, S. (2020). Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences. British Journal of Educational Psychology, 90(S1), 210–223. https://doi.org/10.1111/bjep.12317
Chen, X., Mitrovic, A., & Mathews, M. (2016). Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples? (pp. 13–22). https://doi.org/10.1007/978-3-319-39583-8_2
Chen, X., Mitrovic, A., & Mathews, M. (2020). Learning From Worked Examples, Erroneous Examples, and Problem Solving: Toward Adaptive Selection of Learning Activities. IEEE Transactions on Learning Technologies, 13(1), 135–149. https://doi.org/10.1109/TLT.2019.2896080
Ginns, P., Hu, F. T., Byrne, E., & Bobis, J. (2016). Learning By Tracing Worked Examples. Applied Cognitive Psychology, 30(2), 160–169. https://doi.org/10.1002/acp.3171
Kusuma, I. A., & Retnowati, E. (2021a). Designs of faded-example to increase problem solving skills and procedural fluency in algebraic division. Journal of Physics: Conference Series, 1806(1), 012109. https://doi.org/10.1088/1742-6596/1806/1/012109
Kusuma, I. A., & Retnowati, E. (2021b). Faded-example effects in individual or group work settings. 2021 10th International Conference on Educational and Information Technology, ICEIT 2021, 204–208. https://doi.org/10.1109/ICEIT51700.2021.9375528
McLaren, B. M., & Isotani, S. (2011). When is it best to learn with all worked examples? Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 6738 LNAI, 222–229. https://doi.org/10.1007/978-3-642-21869-9_30
Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
Oktaviani, K. N., & Retnowati, E. (2018). Faded-examples for learning contextual mathematics problem-solving skills. Journal of Physics: Conference Series, 1097, 012114. https://doi.org/10.1088/1742-6596/1097/1/012114
Purnama, P. W., & Retnowati, E. (2020). The effectiveness of goal-free problems for studying triangle similarity in collaborative groups. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(1), 32–45. https://doi.org/10.23917/JRAMATHEDU.V6I1.11198
Retnowati, E. (2017). Faded-example as a Tool to Acquire and Automate Mathematics Knowledge. Journal of Physics: Conference Series, 824(1), 012054. https://doi.org/10.1088/1742-6596/824/1/012054
Retnowati, E., Ayres, P., & Sweller, J. (2010). Worked example effects in individual and group work settings. Educational Psychology, 30(3), 349–367. https://doi.org/10.1080/01443411003659960
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. In Educational Psychology Review (Vol. 22, Issue 2, pp. 123–138). https://doi.org/10.1007/s10648-010-9128-5
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies Series Editors. Springer. http://www.springer.com/series/8640
Sweller, J., & Levine, M. (1982). Effects of goal specificity on means-ends analysis and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(5), 463–474. https://doi.org/10.1037/0278-7393.8.5.463
Wu, C., DeBoer, J., Rhoads, J. F., & Berger, E. (2022). Use of worked-example videos to support problem-solving: An analysis of student behavior. Computer Applications in Engineering Education, 30(1), 195–221. https://doi.org/10.1002/CAE.22451
License
Copyright (c) 2025 Pratama Wahyu Purnama, Indah Nikmatul Hidayati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
