EFEKTIVITAS PEMBELAJARAN KOLABORATIF DENGAN STRATEGI GOAL-FREE PROBLEMS DITINJAU DARI KEMAMPUAN TRANSFER, REASONING, DAN COGNITIVE LOAD SISWA
Abstract
Keywords
Full Text:
PDF


References
Abdullah, N. I., Tarmizi, R. A., & Abu, R. (2010). The effects of Problem Based Learning on mathematics performance and affective attributes in learning statistics at form four secondary level. Procedia - Social and Behavioral Sciences, 8(5), 370–376. https://doi.org/10.1016/j.sbspro.2010.12.052
Ayres, P. L. (1993). Why goal-free problems can facilitate learning. Contemporary Educational Psychology, 18(3), 376–381.
Ayres, P., & Sweller, J. (1990). Locus of difficulty in multistage mathematics problems. The American Journal of Psychology, 167–193.
Brodie, K. (2009). Teaching mathematical reasoning in secondary school classrooms. Springer Science & Business Media.
Buehner, M., Krumm, S., & Pick, M. (2005). Reasoning= working memory≠ attention. Intelligence, 33(3), 251–272.
Cindy, E. H. S. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266.
Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
Cresswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods aproaches (4th ed.). Sage Publication.
Hinsz, V. B., Vollrath, D. A., & Tindale, R. S. (1997). The emerging conceptualization of groups as information processors. Psychological Bulletin, 121(1), 43–64. https://doi.org/10.1037/0033-2909.121.1.43
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and. Educational Psychologist, 42(2), 99–107.
Kalyuga, S. (2007). Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective. Educational Psychology Review, 19(3), 387–399. https://doi.org/10.1007/s10648-007-9051-6
Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21(1), 31–42. https://doi.org/10.1007/s10648-008-9095-2
Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14(4), 389–433.
Mamede, S., Schmidt, H. G., & Norman, G. R. (2006). Innovations in problem-based learning: What can we learn from recent studies? Advances in Health Sciences Education, 11(4), 403–422. https://doi.org/10.1007/s10459-006-9018-2
Nazir, M. (2014). Metode penelitian. Ghalia Indonesia.
Oberauer, K., Süß, H. M., Wilhelm, O., & Wittman, W. W. (2003). The multiple faces of working memory: Storage, processing, supervision, and coordination. Intelligence, 31(2), 167–193. https://doi.org/10.1016/S0160-2896(02)00115-0
Owen, E., & Sweller, J. (1985). What do students learn while solving mathematics problems? Journal of Educational Psychology, 77(3), 272.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4.
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 321/2, 1–8.
Paas, Fred, van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115–121. https://doi.org/10.1007/s10648-010-9133-8
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., & Van Gog, T. (2017). Effects of performance feedback valence on perceptions of invested mental effort. Learning and Instruction, 51, 36–46.
Retnowati, E., Ayres, P., Sweller, J., Retnowati, E., Ayres, P., & Sweller, J. (2016). Journal of Educational Psychology Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics ? Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics ? Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000167
Retnowati, E. S., & Murdanu. (2015). Efektivitas Goal-Free Problems Dalam Pembelajaran Matematika Kolaboratif Ditinjau Dari Muatan Kognitif dan Kemampuan Transfer Pengetahuan. Yogyakarta State University.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Measuring cognitive load. In Cognitive load theory (pp. 71-85). Springer, New York, NY.
Sweller, John. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Watson, J. M., & Moritz, J. B. (2001). Development of reasoning associated with pictographs: Representing, interpreting, and predicting. Educational Studies in Mathematics, 48(1), 47–81.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1–28. https://doi.org/10.1348/000709908X380772
Wirth, J., & Leutner, D. (2008). Self-regulated learning as a competence: Implications of theoretical models for assessment methods. Zeitschrift Für Psychologie/Journal of Psychology, 216(2), 102.
Refbacks
- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Ruang Jurnal Program Studi Tadris Matematika
Fakultas Tarbiyah dan Keguruan
Universitas Islam Negeri Imam Bojol Padang
email: mej.uinibpadang@gmail.com
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-NonKomersial 4.0 Internasional.