eprintid: 50398 rev_number: 20 eprint_status: archive userid: 16735 dir: disk0/00/05/03/98 datestamp: 2025-07-08 01:55:44 lastmod: 2025-07-08 01:55:44 status_changed: 2025-07-08 01:55:44 type: thesis metadata_visibility: show creators_name: NILAWATI, NILAWATI creators_id: 2225210051 contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: SANTOSA, CECEP ANWAR HADI FIRDOS contributors_name: FAKHRUDIN, FAKHRUDIN contributors_id: 198101052008121001 contributors_id: 197807192010121001 corp_creators: UNIVERSITAS SULTAN AGENG TIRTAYASA corp_creators: FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN corp_creators: PENDIDIKAN MATEMATIKA title: PENGARUH MODEL EXAMPLE-BASED LEARNING TERHADAP BEBAN KOGNITIF PADA MICRO LEVEL DAN KNOWLEDGE TRANSFER ispublished: pub subjects: L1 subjects: LB subjects: QA divisions: FKIP divisions: Matematika full_text_status: restricted keywords: Example-Based Learning, Cognitive Load, Micro Level, Knowledge Transfer Example-Based Learning, Beban Kognitif, Micro Level, Knowledge Transfer note: Siswa mengalami kesulitan dalam menyelesaikan masalah matematika akibat tingginya beban kognitif, terutama bagi mereka yang memiliki pengetahuan awal terbatas. Beban kognitif yang tinggi dapat menghambat pemrosesan informasi secara optimal, khususnya pada level mikro seperti langkah-langkah penyelesaian soal. Meskipun penelitian tentang beban kognitif telah banyak dilakukan, sebagian besar masih berfokus pada tingkat makro, sementara studi yang menyoroti beban kognitif pada tingkat mikro masih terbatas. Untuk mengatasi hal tersebut, diperlukan pendekatan pembelajaran yang mampu mengoptimalkan kapasitas kerja memori siswa dan mendorong knowledge transfer secara lebih efektif. Penelitian ini bertujuan untuk mengetahui pengaruh model example-based learning terhadap beban kognitif dan knowledge transfer dalam pembelajaran matematika. Metode yang digunakan adalah eksperimen dengan melibatkan 78 siswa kelas VIII di SMP Negeri 13 Kota Serang. Siswa dibagi menjadi dua kelompok yaitu eksperimen dengan model example-based learning dan kontrol dengan model problem solving. Data dikumpulkan melalui rating scale mental effort dan soal uraian untuk mengukur beban kognitif pada tiap langkah, tes retensi, dan near transfer. Analisis data menggunakan Two-Way ANOVA. Hasil menunjukkan bahwa model example-based learning secara signifikan mengurangi beban kognitif pada setiap langkah penyelesaian masalah. Selain itu, model example-based learning menunjukkan hasil lebih baik pada tes retensi dan near transfer, yang menunjukkan knowledge transfer yang lebih efektif. Temuan ini menunjukkan bahwa model example-based learning dapat menjadi strategi pembelajaran yang efektif untuk meningkatkan kemampuan penyelesaian masalah dalam matematika bagi siswa dengan pengetahuan awal yang terbatas. abstract: Students experience difficulties in solving math problems due to high cognitive load, especially for those with limited prior knowledge. High cognitive load can inhibit optimal information processing, especially at the micro level, such as problem-solving steps. Although there have been many studies on cognitive load, most still focus on the macro level, while studies highlighting cognitive load at the micro level are still limited. To overcome this, a learning approach is needed to optimize the working capacity of students' memory and encourage knowledge transfer more effectively. This study aims to determine the effect of an example-based learning model on cognitive load and knowledge transfer in mathematics learning. The method used was an experiment involving 78 students of grade VIII at SMP Negeri 13 Serang City. Students were divided into two groups: experimental, with an example-based learning model, and control, with a problem-solving model. Data were collected through a mental effort rating scale and essay questions to measure cognitive load at each step, retention test, and near transfer. Data analysis used Two-Way ANOVA. Results showed that the example-based learning model significantly reduced cognitive load at each step of problem solving. In addition, the example-based learning model showed better results on the retention and near-transfer tests, indicating more effective knowledge transfer. These findings suggest that example-based learning can be an effective learning strategy to improve problem-solving skills in mathematics for students with limited prior knowledge. date: 2025 date_type: published pages: 248 institution: UNIVERSITAS SULTAN AGENG TIRTAYASA department: PENDIDIKAN MATEMATIKA thesis_type: sarjana thesis_name: sarjana citation: NILAWATI, NILAWATI (2025) PENGARUH MODEL EXAMPLE-BASED LEARNING TERHADAP BEBAN KOGNITIF PADA MICRO LEVEL DAN KNOWLEDGE TRANSFER. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA. document_url: https://eprints.untirta.ac.id/50398/1/Nilawati_2225210051_Fulltext.pdf document_url: https://eprints.untirta.ac.id/50398/2/Nilawati_2225210051_01.pdf document_url: https://eprints.untirta.ac.id/50398/3/Nilawati_2225210051_02.pdf document_url: https://eprints.untirta.ac.id/50398/4/Nilawati_2225210051_03.pdf document_url: https://eprints.untirta.ac.id/50398/5/Nilawati_2225210051_04.pdf document_url: https://eprints.untirta.ac.id/50398/6/Nilawati_2225210051_05.pdf document_url: https://eprints.untirta.ac.id/50398/7/Nilawati_2225210051_Reff.pdf document_url: https://eprints.untirta.ac.id/50398/8/Nilawati_2225210051_Lamp.pdf document_url: https://eprints.untirta.ac.id/50398/9/Nilawati_2225210051_CP.pdf