The Cognitive Load Theory the Roles on Mathematics Learning in Indonesia

Abstract

The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so if the learning task requires too much capacity, learning will be hampered. The purpose of this study was to see how the role of learning that optimizes the use of working memory capacity and avoid cognitive overload with the use of CLT nuanced learning processes. The method used is meta-analysis and uses 15 data relating to CLT and applies statistical methods to complement other purposes. This article shows that the application of cognitive load theory is able to minimize the cognitive load process of students so as to produce effective and optimal learning and know the opportunities for application to mathematics learning.