Efektivitas worked example dengan strategi pengelompokan siswa ditinjau dari kemampuan pemecahan masalah dan cognitive load

Abstract

Pada penelitian ini bertujuan untuk mendeskripsikan dan membandingkan efektivitas strategi pembelajaran worked example dan problem solving dengan strategi pengelompokan siswa (kolaboratif dan individual) ditinjau dari kemampuan pemecahan masalah dan cognitive load. Penelitian ini melibatkan 64 siswa kelas 8 sebagai partisipan penelitian yang dibagi menjadi empat kelompok secara acak dengan menggunakan desain eksperimen 2 × 2 (worked example vs. problem solving) × kolaboratif vs. individual). Hasil penelitian ini mengindikasikan bahwa tidak terdapat perbedaan signifikan penerapan strategi worked example dengan pengelompokan kolaboratif dan individual ditinjau dari kemampuan pemecahan masalah. Ditinjau dari cognitive load, strategi worked example efektif ketika siswa belajar individual, namun tidak efektif ketika siswa belajar secara kolaboratif. Ketika siswa belajar secara individual, strategi worked example dapat mengaktifkan cognitive load lebih rendah daripada strategi problem solving, sedangkan ketika siswa belajar secara kolaboratif, strategi worked example dan problem solving tidak berbeda dalam mereduksi cognitive load. The effectiveness of worked example with students’ grouping strategy viewed from problem-solving abilities and cognitive load AbstractThe study aimed to describe and compare the effectiveness of learning strategies (worked example and problem-solving) with the strategy of grouping students (collaborative and individual) viewed from problem-solving abilities and cognitive load. There were 64 of 8th-grade students as study participants divided into four groups randomly using experimental design 2 × 2 (worked example vs. problem-solving × collaborative vs. individual). The results of the study indicate that there is no significant difference implementation of worked example strategy between the collaborative strategies and individuals viewed from problem-solving abilities. Viewed from the cognitive load, the worked example strategy was effective when students learn individually, but it was not effective when students learn collaboratively. When students learn individually, worked example strategies could activate cognitive load lower than problem-solving strategies, whereas when students learn collaboratively, worked example strategies and problem-solving were no different in reducing cognitive load.

Strategi meminimalkan beban kognitif eksternal dalam pembelajaran matematika berdasarkan load cognitive theory

“…Worked example merupakan salah satu strategi yang dapat digunakan dalam pembelajaran matematika yang efektif dalam meminimalkan beban kognitif eksternal serta membantu siswa yang memiliki kemampuan awal yang terbatas (Sweller et al : 2011 ;Irwansyah, Retnowati : 2019). strategi ini memudahkan siswa dalam mengkonstruksi pengetahuannya, karena dalam menyelesaikan masalah siswa diberikan langkah-langkah detail yang urut dari awal hingga menemukan solusi dari masalah yang diberikan.…”

The effectiveness of goal-free problems for studying triangle similarity in collaborative groups

“…Problem-solving is typically used for problems with a high level of complexity. Geometry is one of the materials in mathematics with high complexity (Irwansyah & Retnowati, 2019). The triangle similarity is a topic in Geometry, which requires students to investigate similar elements of a plane.…”

“…Solving complex problems generate cognitive load in the working memory. Geometry is one of the materials in mathematics that has high complexity (Irwansyah & Retnowati, 2019). Hu (2014) showed that cognitive load occurred in all geometry materials.…”

“…Social interaction between students in a collaborative manner is often used by teachers to improve their ability to understand concepts in solving a mathematical problem (Irwansyah & Retnowati, 2019). Social interaction in the form of group learning is built from learning in class, social group friendship, communication, and frequent teamwork (Tindale, Smith, Dykema-Engblade, & Kluwe, 2012).…”

“…Putting students into groups and giving them an assignment does not guarantee that they will work together and engage in effective collaborative learning behavior (Soller, 2001). Regarding to strategy worked example, collaborative learning was no more effective than individual learning in terms of problem-solving and cognitive load (Irwansyah & Retnowati, 2019). Individual learning was also superior to collaborative learning when using the worked example method (Retnowati et al, 2017).…”