Strategi Pembelajaran Matematika Berdasarkan Cognitive Load Theory untuk Meminimalkan Extraneous Cognitive Load

Dyahsih Alin Sholihah

doi:10.46918/equals.v5i1.1197

Dyahsih Alin Sholihah Universitas Alma Ata

DOI: https://doi.org/10.46918/equals.v5i1.1197

Keywords: Strategi Pembelajaran, Cognitive Load Theory, Extraneous Cognitive Load

Abstract

Meminimalkan cognitive load siswa khususnya extraneous cognitive load sangat diperlukan agar materi yang diberikan oleh guru dapat dikonstruksi dan diproses oleh siswa menjadi pengetahuan baru yang bermakna. Sehingga penelitian ini bertujuan untuk menggali informasi mengenai cara dalam mengembangkan dan mendesain strategi pembelajaran yang mampu meminimalkan cognitive load siswa. Penelitian dilakukan dengan menggunakan studi kepustakaan. Teknik penelusuran data secara online digunakan untuk mengumpulkan data dalam penelitian ini. Peneliti memanfaatkan sumber data antara lain Google Cendekia, Science Direct, dan Education Resources Information Center (ERIC). Selanjutnya artikel hasil penelusuran dianalisis dengan menggunakan metode analisis isi. Hasil kajian menunjukkan bahwa strategi yang dapat digunakan untuk mendesain pembelajaran matematika berdasarkan prinsip cognitive load theory adalah goal-free effect, worked example effect, split-attention effect, redundancy effect, modality effect, element interactivity effect, imagination effect, dan guidance fading effect.

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