GAYA BELAJAR, PEMROSESAN INFORMASI, DAN BEBAN KOGNITIF DALAM BELAJAR MATEMATIKA: TINJAUAN LITERATUR SISTEMATIS
DOI:
https://doi.org/10.26618/r0gbh214Keywords:
Gaya belajar, Memori kerja, Pembelajaran matematika, Pemrosesan informasi, Teori beban kognitifAbstract
Tujuan: Mensintesis temuan mutakhir tentang gaya belajar, pemrosesan informasi, dan beban kognitif dalam pembelajaran matematika melalui tinjauan literatur sistematis terhadap artikel terindeks Scopus periode 2016–2025, serta menelaah keterkaitan antara gaya belajar, kapasitas memori kerja, beban kognitif, dan performa matematika berdasarkan kerangka psikologi kognitif (model memori Atkinson dan Shiffrin, Cognitive Load Theory/CLT, dan model VARK).
Metode: Tinjauan literatur sistematis (Systematic Literature Review/SLR) dan pendekatan bibliometrik terhadap delapan artikel terpilih dari jurnal terindeks Scopus periode 2016–2025.
Hasil: Kapasitas memori kerja dan pengelolaan beban kognitif merupakan faktor kunci penentu performa matematika; faktor afektif (regulasi diri dan math anxiety) memengaruhi efektivitas penggunaan sumber daya kognitif; gaya belajar dan gaya kognitif berkaitan dengan variasi mekanisme pemrosesan informasi serta alokasi sumber daya kognitif; pembelajaran berbasis teknologi berpotensi mengurangi extraneous cognitive load dan mendukung pembelajaran adaptif.
Simpulan: Desain pembelajaran matematika perlu mempertimbangkan tahapan pemrosesan informasi, keterbatasan memori kerja, dan perbedaan karakteristik peserta didik untuk mengoptimalkan hasil belajar.
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