•  
  •  
 

Keywords

kolaboratif, kemampuan pemecahan masalah, collaborative, worked example, problem solving abilities, cognitive load

Document Type

Article

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

Abstract

The 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.

Page Range

62-74

Issue

1

Volume

6

Digital Object Identifier (DOI)

10.21831/jrpm.v6i1.21452

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/21452

References

Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307-359. doi:https://doi.org/10.1207/S15327809JLS1203_1

Blacthford, P., Peter, K., Baines, E., & Maurice, G. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39(1), 153-172. doi:https://doi.org/10.1016/S0883-0355(03)00078-8

Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Education Psychology, 62(2), 233-246. doi:http://dx.doi.org/10.1111/j.2044-8279.1992.tb01017.x

Chen, O., Kalyuga, S., & Sweller, J. (2015). The worked example effect, the generation effect and element interactivity. Journal of Educational Psychology, 107(3), 689-704. doi:https://doi.org/10.1037/edu0000018

Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning:evidence based guidelinesto manage cognitive load. San Francisco, CA: Pfeiffer.

Cooper, G., & Sweller, J. (1987). The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79(4), 347-362. doi:http://dx.doi.org/10.1037/0022-0663.79.4.347

Hackman, J. R. (1998). Why groups don't work. In R. S. Tindale, L. Heath, J. Edwards, E. J. Posavac, F. B. Bryant, Y. Suarez-Balcazar, E. HendersonKing, & J. Myers (Eds.) Social psychological applications to social issues: Theory and research on small groups (vol. 4, pp. 245-268). New York, NY: Plenum Press.

Hill, S., & Hill, T. (1993). The collaborative class room. Aguide to co-operative learning. Amadale,Vic: Eleanor Curtain Publishing.

Hudojo, H. (2000). Pengembangan kurikulum dan pembelajaran Matematika. Malang: Penerbit Universitas Negeri Malang.

Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive and individualistic learning. Columbus, OH: Allyn & Bacon.

Kalyuga, S. (2011). Informing: A cognitive load perspective. Informing Science: The International Journal of an Emerging Transdiscipline, 14(1), 33-45.

Kameda, T., & Tindale, R. S. (2006). Groups as adaptivedevices: Human docility and group aggregation mechanisms in evolutionary context. In M. Schaller, J. A. Simpson, & D. T. Kenrick (Eds.) Evolution and social psychology (pp. 317-342). New York, NY: Psychology Press.

Kirschner, F., Pass, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25(2), 306-314. doi:https://doi.org/10.1016/j.chb.2008.12.008

Laughlin, P. R., Bonner, B. L., & Miner, A. G. (2002). Groups perform better than the best individuals on letters-to-numbers problems. Organizational Behavior and Human Decision Processes, 88(2), 605-620. doi:http://dx.doi.org/10.1016/S0749-5978(02)00003-1

Laughlin, P. R., Hatch, E. C., Silver, J. S., & Boh, L. (2006). Groups perform better than the best individuals on letters-to-numbers problems: Effects of group size. Journal of Personality and Social Psychology, 90(4), 644-651. doi:https://doi.org/10.1037/0022-3514.90.4.644

Mevarech, Z. R. (1985). The effects of cooperative mastery learning strategies on mathematics achievement. Journal of Educational Research, 78(6), 372-377. doi:https://doi.org/10.1080/00220671.1985.10885633

Moll, L. C. (1990). Vygotsky and education: Insructional implications and applications of sociohistorical Psychology. New York, NY: Press Syndicate of the University of Cambridge.

Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effectof example format and generating self-explanations. Cognition and Instruction, 16(2), 173-199. Retrieved from http://www.jstor.org/stable/3233720

NCTM. (2000). The principles and standards for school mathematics. Reston, VA: Author.

Paas, F., Touvinen, J. E., Tabbers, H., & Van Gerven, W. M. (2010). Cognitive load measurement as a means to advance cognitive load theory. Education Psychologist, 38(1), 63-71. doi:https://doi.org/10.1207/S15326985EP3801_8

Primadiati, I. D., & Djukri, D. (2017). Pengaruh model collaborative learning terhadap peningkatan motivasi dan hasil belajar IPA siswa kelas IV SD. Jurnal Prima Edukasia, 5(1), 47-57. doi:https://doi.org/10.21831/jpe.v5i1.7712

Renkl, A., Atkinson, K. R., Maier, H. U., & Staley, R. (2002). From example study to problem solving: Smooth transition help learning. The Journal of Experimental Education, 70(4), 293-315. doi:https://doi.org/10.1080/00220970209599510

Retnowati, E. (2008). Keterbatasan memori dan implikasinya dalam mendesain metode pemebelajaran. Paper presented at the Seminar Nasional Matematika dan Pendidikan Matematika. Universitas Negeri Yogyakarta. 31 Juli - 2 Agustus.

Retnowati, E., Ayres, P., & Sweller, J. (2010). Worked example effects in individual and group work settings. Educational Psychology, 30(3), 349-367. doi:https://doi.org/10.1080/01443411003659960

Retnowati, E. (2012). Worked example in mathematics. Paper presented at the 2nd Internationa STEM in Education Conference, Beijing, China. 24 - 27 November.

Saleh, M., Lazonder, A.W., & de Jong, T. (2007). Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students. Contemporary Educational Psychology, 32(3), 314-331. doi:https://doi.org/10.1016/j.cedpsych.2006.05.001

Sato, M. (2012). Mereformasi sekolah (Terjemahan Okamoto Sachie). Tokyo: Pelita/IDCJ.

Soller, A. L. (2001). Supporting social interaction in an intelligent collaborative learning system. International Journal of Artificial Intelligence in Education, 12(1), 40-62. Retrieved from https://telearn.archives-ouvertes.fr/hal-00197321

Stepanek, J. (2000). Problem solving: Getting to the heart of mathematics. A Math and Science Journal, 1(1), 1-20.

Sweller, J., & Cooper, G.A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59-89. doi:https://doi.org/10.1207/s1532690xci0201_3

Sweller, J. (2006). The worked example effect and human cognitive. Learning and Instruction, 16(2), 165-169. doi:http://dx.doi.org/10.1016/j.learninstruc.2006.02.005

Sweller, J., Aryes, P., & Kalyuga, S. (2011). Cognitive load theory, explorations in the learning sciences, instructional system and performance technologies. New York, NY: Springer.

Swing, S. R., & Peterson, P. L. (1982). The relationship of student ability and small-group interaction to student achievement. American Educational Research Journal, 19(2), 259-274. doi:http://dx.doi.org/10.2307/1162569

Tarmizi, R. A., & Sweller, J. (1988). Guidence during mathematical problem solving. Journal of Eductional Psychology, 80(4), 424-436. doi:http://dx.doi.org/10.1037/0022-0663.80.4.424

Tindale, R. S., Cristine, M. S., Amanda, D. E., & Katharina K. (2012). Good and bad group performance: Same process-different outcomes. Group Processes Intergroup Relation,15(5): 603. doi:https://doi.org/10.1177/1368430212454928

Ward, M., & Sweller, J. (2009). Structuring effective worked examples. Cognitive and Instruction, 7(1), 1-39. doi:https://doi.org/10.1207/s1532690xci0701_1

Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366-389. doi:https://doi.org/10.2307/749186

Zajac, R. J., & Hartup, W. W. (1997). Friends as coworkers: Research review and classroom implications. The Elementary School Journal, 98(1), 3-13.

Share

COinS