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

Abstract

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.

Analysis Mathematical Problem Solving Ability of Assimilator Student: Kolb Learning Style

“…Considering that problem solving ability is one of the objectives of learning and an important thing that must be mastered by students and is a basic skill in the purpose of learning mathematics, the condition of problem-solving abilities in students with this assimilator learning style needs to be followed up. Problem solving abilities can be improved by applying problem-based models, approaches or assessment techniques (Arrahim et al, 2020;Hartatiana, 2015;Sariningsih & Purwasih, 2017;Solikah & Himmah, 2019;Zahara et al, 2020;Zulkarnain, 2015).…”

Student’s Mistakes in Solving Problem Based on Watson’s Criteria and Learning Style

“…D. Saputra et al, 2019). Teachers use this math story problem to assess students' mathematical problem-solving abilities (Andriani et al, 2021;Skvortsova et al, 2021;Zahara et al, 2020). Mathematical problems in the form of stories are then converted into mathematical sentences, mathematical equations, or mathematical symbols (Gregori & Martínez, 2021;Zazkis & Zazkis, 2010).…”

Management Development of Problem-Based Learning

“…Problem-based learning is a student-centred educational strategy that allows students to conduct research, combine ideas and applications, and practice insights and skills to better solutions to a stated problem. To put it another way, with Problem-Based Learning, more active students participate with less organized concerns organized by instructors, as opposed to a more instructor-focused approach to leading students (Zahara et al, 2020) Students gain experience through participating in disorderly issues, as well as receiving training and assistance from teachers. The genuine way to make this style of training is to create chaotic situations and to have instructors who are skilled in educational practice or facilitation (Norman & Schmidt, 2000).…”