Using Worked Examples During Geometry Instructions

DOI

10.2991/assehr.k.201201.010How to use a DOI?

Keywords

Worked Example, Cognitive Load Theory, Cognitive Load, Geometry

Abstract

Geometry usually learn in grade seventh and grade eighth on Junior High School. In grade seventh usually study about line and angles. It is a new material for the students, so students can be call as novice learner and it make teacher must more pay attention how to teach the students about line and angles. The aim of this research is to identify the way to manage cognitive load using worked example during geometry instructions based on cognitive load theory. The method of this research is descriptive qualitative research. The data was collected using observation, documentation and interview. The participants of this research is the students of grade seventh in Yogyakarta Junior High School One that there are thirty-four students. The result of this study show worked example can reduce the cognitive load by managing instinsic cognitive load, reducing extraneous cognitive load, and increasing germane cognitive load allocation during geometry instructions. So from this study we can conclude, if using worked example can minimized the cognitive load for novice learner it can be seen during learning geometry and for the next can be analyze for other material that is new for the students.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Nur Irfani
AU  - Endah Retnowati
PY  - 2020
DA  - 2020/12/03
TI  - Using Worked Examples During Geometry Instructions
BT  - Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020)
PB  - Atlantis Press
SP  - 56
EP  - 61
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201201.010
DO  - 10.2991/assehr.k.201201.010
ID  - Irfani2020
ER  -