Optimization of Worked Example-Problem Solving Pair to Increase Learning Independence and Reduce Cognitive Load

Abstract

This study aims to show what kinds of problems are able to optimize worked examples to increase student learning independence and reduce cognitive load for VIIB grade junior high school students in algebraic forms material. The data in this study were in the form of learning independence data, cognitive load, and implementation of learning obtained through questionnaires and observation sheets, as well as learning achievement data obtained with test instruments that have been tested to be valid and reliable according to experts and statistical test results. The results showed that the addition of the deep isomorphism problem type with insufficient guidance in the worked example-problem solving pair increased learning independence and reduced cognitive load, accompanied by an increase in student achievement. The increase is indicated by: (1) the average student's learning independence is in the "high" category, (2) the average cognitive load reaches the "low" category, and (3) obtained 75% of students with learning achievements that pass the minimum pass criteria, i.e. 65, and (4) implementation of learning with worked example-problem solving pair 80%. It is really recommended for the next researcher to make student worksheets as attractive as possible to avoid redundancy effect, present varied types of problems, provide guidance as clear as possible but not excessive, and serve the student worksheets to students individually.