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All Journal Riemann : Research of Mathematics and Mathematics Education
Muhamad Gilar Jatisunda
Universitas Majalengka
Education Mathematics

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Cognitive Load and Learned Helplessness in Mathematics Learning: Examining Intrinsic, Extraneous, and Germane Effects Ahmad Hartanto; Muhamad Gilar Jatisunda; Azin Taufik; Dexter C. Aligaya
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.219

Abstract

Difficulties in mathematics learning are often attributed to students' limited ability, while the role of cognitive demands imposed by instructional conditions remains insufficiently understood. In particular, the relationships between intrinsic, extraneous, and germane cognitive load and learned helplessness in mathematics learning have received limited empirical attention. This study examined these relationships using a quantitative correlational design involving 149 Grade 10 students from a public secondary school. Data were collected using an adapted questionnaire based on the Cognitive Load Theory framework and a learned helplessness scale. Multiple linear regression analysis was performed after confirming instrument validity, reliability, and the classical assumptions of regression. The results revealed that intrinsic cognitive load (β = 0.181, p = 0.013) and extraneous cognitive load (β = 0.478, p < 0.001) positively predicted learned helplessness, whereas germane cognitive load (β = −0.238, p = 0.001) showed a significant negative relationship. The regression model explained 35.9% of the variance in learned helplessness (R² = 0.359), with extraneous cognitive load emerging as the strongest predictor. These findings provide additional empirical evidence that students' psychological responses to mathematical difficulties are associated with the cognitive demands created by instructional design. The study highlights the importance of minimizing unnecessary cognitive load while promoting meaningful cognitive engagement to support students' persistence and confidence in mathematics learning.
Co-Authors Ahmad Hartanto Azin Taufik Dexter C. Aligaya