Ira Rachmawati, Husni Sabil, Ranisa Junita

Analisis Kemampuan Spasial Siswa Berdasarkan Cognitive Load Theory Siswa Kelas XII SMA N 13 Kota Jambi

Introduction

Analisis kemampuan spasial siswa berdasarkan cognitive load theory siswa kelas xii sma n 13 kota jambi. Analisis kemampuan spasial siswa kelas XII SMA N 13 Jambi berdasarkan cognitive load theory dalam pembelajaran geometri. Ungkap beban kognitif siswa dan strategi peningkatan kemampuan spasial.

Abstract

This research aims to describe students spatial abilities based on cognitive load theory in geometry learning. This research approach is a qualitative approach and the type of research is descriptive research. The data obtained in this research includes qualitative data obtained from observation sheets, tests, interviews and documentation. To check the validity of the data using the data triangulation method. The subjects in this research were students of class XII Science 3 SMA Negeri 13 Jambi City. The research results showed that students' spatial abilities were still low and there was a cognitive load on students. The cognitive load that arises in learning can be seen from the complexity of the material studied, media, methods and learning strategies used by the teacher. To improve students' spatial abilities, teachers can design learning with appropriate media, methods and strategies so as to minimize the cognitive load on students.

Review

This study presents a relevant investigation into the spatial abilities of high school students, examining their performance through the lens of Cognitive Load Theory within geometry learning. Utilizing a qualitative, descriptive approach, the research effectively integrates multiple data sources, including observations, tests, interviews, and documentation, ensuring robust data collection validated through triangulation. The central findings, indicating low spatial abilities among the observed students and the presence of significant cognitive load, highlight a critical issue in educational practice. Furthermore, the identification of material complexity, media, methods, and teacher strategies as sources of this cognitive load provides valuable insights for pedagogical improvement in the local context of SMA Negeri 13 Jambi City. While the abstract clearly outlines the study's purpose and methodology, certain areas could benefit from further elaboration to enhance clarity and scholarly rigor. The nature of the "tests" used to assess spatial ability, particularly in a qualitative study, warrants more specific description regarding their design, scoring, and how their results were integrated with the qualitative data from observations and interviews to determine "low spatial abilities." Similarly, the specific qualitative indicators or methods employed to observe and infer "cognitive load" from the identified sources (material, media, methods, strategies) would strengthen the methodological transparency. A clearer articulation of how the spatial ability deficit is causally or correlatively linked to the observed cognitive load within the analysis would also be beneficial for readers. The practical implications drawn from this research are significant, offering direct recommendations for teachers to redesign learning environments, media, methods, and strategies to minimize cognitive load and, consequently, improve students' spatial abilities. Moving forward, the study could be enriched by exploring specific intervention strategies based on these findings, perhaps through action research, to test the efficacy of revised pedagogical approaches. Future research might also delve deeper into differentiating between intrinsic, extraneous, and germane cognitive loads in this context, providing a more nuanced understanding of the challenges students face. Expanding the scope to include a comparative analysis with other schools or larger samples could also strengthen the generalizability of the findings and offer broader insights into the interplay of spatial ability and cognitive load in mathematics education.

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