Goal-Free and Goal-Given Problems: Effects on Students’ Retention, Transfer Ability, and Cognitive Load
DOI:
https://doi.org/10.53299/jagomipa.v6i3.4046Keywords:
cognitive load, goal-free problems, goal-given problems, retention, transferAbstract
This study aims to examine and describe the effect of goal-free problem presentation design on students' retention, transfer, and cognitive load abilities. This study uses a quantitative approach with a fully randomized experiment design. There were 111 participants in this study, all of whom were students from a junior high school in Yogyakarta. The material used in this study was the angle theorem and the relationship between angles on parallel lines cut by a transversal line. Learning was carried out in three phases, namely the introductory phase, the acquisition phase, and the test phase. The data analysis used was ANCOVA (Analysis of Covariance) with initial ability scores as covariates. The instruments used were retention and transfer ability tests and a cognitive load measurement scale at the end of the questions. Data analysis focused on the presentation design of goal-free problems and goal-given problems. The results showed that the presentation design of problems had an effect on retention ability. Learning using the presentation design of goal-given problems was better than goal-free problems in terms of retention ability.
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