ANALISIS BEBAN KOGNITIF SISWA DALAM PROSES PEMBELAJARAN KELAS VII SMP DITINJAU DARI COGNITIVE LOAD THEORY
Abstract
This study aims to analyze the cognitive load of seventh-grade junior high school
students in the learning process from the perspective of Cognitive Load Theory. The
study employed a qualitative descriptive approach using the case study method.
Data were collected through classroom observations and the distribution of a
Google Forms-based questionnaire to seventh-grade students. The results indicate
that students experienced difficulty understanding the material when the teacher
delivered it too quickly and when classroom conditions were not conducive to
learning, thereby disrupting their concentration. In addition, some students required
further explanation to understand the material presented. Based on Cognitive Load
Theory, these conditions indicate the presence of extraneous cognitive load, which
overburdens students’ working memory capacity. Therefore, teachers need to
implement more structured learning strategies, deliver material in stages, and
manage the classroom more effectively to reduce students’ cognitive load.
Penelitian ini bertujuan untuk menganalisis beban kognitif siswa dalam proses
pembelajaran kelas VII SMP ditinjau dari Cognitive Load Theory. Penelitian
menggunakan pendekatan deskriptif kualitatif dengan metode studi kasus. Data
diperoleh melalui observasi kelas dan penyebaran angket berbasis Google Form
kepada siswa kelas VII. Hasil penelitian menunjukkan bahwa siswa mengalami
kesulitan memahami materi ketika guru menyampaikan materi terlalu cepat dan
kondisi kelas kurang kondusif sehingga mengganggu konsentrasi belajar siswa.
Selain itu, beberapa siswa membutuhkan penjelasan ulang untuk memahami materi
yang diberikan. Berdasarkan Cognitive Load Theory, kondisi tersebut menunjukkan
adanya extraneous cognitive load yang menyebabkan kapasitas working memory
siswa menjadi terbebani. Maka, guru perlu menerapkan strategi pembelajaran yang
lebih terstruktur, penyampaian materi secara bertahap, dan pengelolaan kelas yang
lebih efektif untuk mengurangi beban kognitif siswa.
References
Azkia, Alfia, Aan Hendrayana, and Isna Rafianti. 2024. “Pengelolaan Beban Kognitif Terhadap Kecakapan Matematis Siswa Di SMPN 14 Kota Serang.” Kognitif: Jurnal Riset HOTS Pendidikan Matematika 4(2). doi:10.51574/kognitif.v4i2.1699.
Kastaun, Marit, Monique Meier, Stefan Küchemann, and Jochen Kuhn. 2021. “Validation of Cognitive Load During Inquiry-Based Learning With Multimedia Scaffolds Using Subjective Measurement and Eye Movements.” Frontiers in Psychology 12:703857. doi:10.3389/fpsyg.2021.703857.
Koć-Januchta, Marta M., Konrad J. Schönborn, Casey Roehrig, Vinay K. Chaudhri, Lena A. E. Tibell, and H. Craig Heller. 2022. “‘Connecting Concepts Helps Put Main Ideas Together’: Cognitive Load and Usability in Learning Biology with an AI-Enriched Textbook.” International Journal of Educational Technology in Higher Education 19(1):11. doi:10.1186/s41239-021-00317-3.
Mindra, Davin Septian, Firman Aziz, Ryan Ferdiana, Ghina Ajmal Tazkillah, and Nurul Nur Barokah. 2025. “Efektivitas Pembelajaran Berbasis Presentasi Pada Keterampilan Komunikasi Dan Kognisi Mahasiswa Dalam Perspektif Teori Cognitive Load.” PESHUM : Jurnal Pendidikan, Sosial Dan Humaniora 4(4):5122–34. doi:10.56799/peshum.v4i4.9291.
Mo, Chuan-Yu, Chengliang Wang, Jian Dai, and Peiqi Jin. 2022. “Video Playback Speed Influence on Learning Effect From the Perspective of Personalized Adaptive Learning: A Study Based on Cognitive Load Theory.” Frontiers in Psychology 13:839982. doi:10.3389/fpsyg.2022.839982.
Rapanta, Chrysi, and Mark K. Felton. 2022. “Learning to Argue Through Dialogue: A Review of Instructional Approaches.” Educational Psychology Review 34(2):477–509. doi:10.1007/s10648-021-09637-2.
Sari, Fifi Fitriana, Titi Pujiarti, Hidayat Hidayat, and Anjosa Anjosa. 2024. “Pembelajaran Matematika Diskrit Mengacu Pada Teori Beban Kognitif (Cognitive Load Theory).” DIKSI: Jurnal Kajian Pendidikan Dan Sosial 5(1):10–17. doi:10.53299/diksi.v5i1.370.
Sari, Fifi Fitriana, I. Gde Wawan Sudatha, Made Hery Santoso, and I. Kadek Suartama. 2025. “Mengurangi Beban Kognitif Dalam Pembelajaran Matematika: Tinjauan Sistematis Strategi Dan Intervensi Pembelajaran.” Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI) 5(3):1630–44. doi:10.53299/jppi.v5i3.2190.
Skulmowski, Alexander, and Kate Man Xu. 2022. “Understanding Cognitive Load in Digital and Online Learning: A New Perspective on Extraneous Cognitive Load.” Educational Psychology Review 34(1):171–96. doi:10.1007/s10648-021-09624-7.
Tang, Qingyang, Yanyun Wang, Hao Liu, Qian Liu, and Shen Jiang. 2022. “Experiencing an Art Education Program through Immersive Virtual Reality or iPad: Examining the Mediating Effects of Sense of Presence and Extraneous Cognitive Load on Enjoyment, Attention, and Retention.” Frontiers in Psychology 13:957037. doi:10.3389/fpsyg.2022.957037.
Taylor, Tracey A. H., Suzan Kamel-ElSayed, James F. Grogan, Inaya Hajj Hussein, Sarah Lerchenfeldt, and Changiz Mohiyeddini. 2022. “Teaching in Uncertain Times: Expanding the Scope of Extraneous Cognitive Load in the Cognitive Load Theory.” Frontiers in Psychology 13:665835. doi:10.3389/fpsyg.2022.665835.
Wu, Qiong, Sirirat Petsangsri, and John Morris. 2022. “Students’ Technology, Cognitive, and Content Knowledge (TSCCK) Instructional Model Effect on Cognitive Load and Learning Achievement.” Education Sciences 12(12):916. doi:10.3390/educsci12120916.
Xia, Qi, Xiaojing Weng, Fan Ouyang, Tzung Jin Lin, and Thomas K. F. Chiu. 2024. “A Scoping Review on How Generative Artificial Intelligence Transforms Assessment in Higher Education.” International Journal of Educational Technology in Higher Education 21(1):40. doi:10.1186/s41239-024-00468-z.
Zheng, Weixi, Liping Jia, Nana Sun, Yu Liu, Jiayang Geng, and Dexiang Zhang. 2022. “Effects of Attention Direction and Perceptual Distraction Within Visual Working Memory.” Frontiers in Psychology 13:801252. doi:10.3389/fpsyg.2022.801252.
