STUDENT’S COGNITIVE LOAD DURING MATHEMATICS LEARNING ON SYSTEM OF LINEAR EQUATIONS IN THREE VARIABLES MATERIAL

Abstract

This study aims to describe student’s cognitive load during mathematics learning on the System of Linear Equations in Three Variables (SLETV) material. The approach used is descriptive qualitative with phenomenological methods to explore student’s cognitive load based on their learning experiences. The subjects of the study were 24 grade X high school students, who were categorized into high, medium, and low cognitive load levels through a questionnaire. The results showed that students with high cognitive load experienced difficulties due to high intrinsic cognitive load and unmanaged extraneous cognitive load, while students with low cognitive load had a more dominant germane cognitive load, so they were better able to understand SLETV material effectively. This study emphasizes the importance of managing cognitive load in mathematics learning to improve student’s understanding of complex concepts. The practical implication of this study is the need for teaching strategies that are adjusted to variations in student’s cognitive load to maximize learning effectiveness.