ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA DENGAN COGNITIVE LOAD THEORY
https://doi.org/10.30605/pedagogy.v10i4.7152
Keywords:
Cognitive load theory, Beban kognitif, Kesulitan belajar matematikaAbstract
Tingginya angka kesulitan belajar matematika di tingkat SMP/MTs menuntut penahaman mendalam tentang faktor kognitif yang mendasarinya. Tujuan penelitian ini yaitu menganalisis kesulitan belajar matematika siswa dengan Cognitive Load Theory (CLT) untuk mengidentifikasi sumber beban kognitif yang menghambat pembelajaran matematika. Pendekatan yang digunakan adalah pendekatan kualitatif dengan desain studi kasus. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling berdasarkan kriteria siswa yang menunjukkan kesulitan belajar matematika. Data dikumpulkan melalui lembar observasi yang mencakup pengamatan interaksi guru-siswa, keterlibatan siswa, dan respons terhadap materi, serta wawancara mendalam mengenai persepsi kesulitan, strategi pembelajaran, dan motivasi belajar dengan subjek penelitian yang meliputi guru matematika serta tujuh siswa kelas IX B MTs Guppi Majene. Hasil penelitian menunjukkan bahwa kesulitan belajar siswa bersumber dari tiga jenis beban kognitif, yaitu intrinsic cognitive load yang tinggi pada materi geometri dan aljabar, extraneous cognitive load akibat minimnya keterlibatan aktif siswa, serta germane cognitive load yang rendah karena motivasi dan strategi belajar yang tidak memadai.
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