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All Journal CAUCHY: Jurnal Matematika Murni dan Aplikasi JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Jurnal Fourier PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Sains dan Matematika Jurnal Kajian Matematika dan Aplikasinya International Journal of Learning Reformation in Elementary Education GEMBIRA (Pengabdian Kepada Masyarakat)
Dahliatul Hasanah
Universitas Negeri Malang
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Intervensi Guru dalam Diskusi Kelompok untuk Mengurangi Muatan Kognitif Intrinsik Nufe Auliya’ Bernadine; I Nengah Parta; Dahliatul Hasanah
Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Vol 22, No 1 (2026): Volume 22, Nomor 1, Mei 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Al Asyariah Mandar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35329/fkip.v22i1.7209

Abstract

Intrinsic Cognitive Load (ICL) is a cognitive load inherent in the material and has a positive impact on learning. However, working memory as an active tool that processes cognitive load has limited capacity, and ICL cannot be completely eliminated. Group learning is one of the learning methods that can help manage ICL. Mathematics is one of the subjects with high ICL, including the Pythagorean theorem. This study aims to analyze the forms of teacher intervention during group discussions that support students in managing ICL while constructing the Pythagorean Theorem. The data source of this study consisted of 14 eighth-grade students divided into four groups. The results showed that prerequisite activation, validation, scaffolding, and abstraction in teacher interventions helped eliminate ICL.
Students' Use and Coordination of Symbolic and Number-Line Representations in Fraction Comparison: A Qualitative Multiple-Case Study Miftahul Jannah; Rustanto Rahardi; Dahliatul Hasanah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002408

Abstract

Using more than one representation in fraction comparison does not, by itself, indicate that students have coordinated the mathematical relationships across representations. This study aimed to analyze the use and functions of symbolic and number-line representations, shifts and coordination across representations, and the final basis on which students accepted their answers as correct when comparing fractions. A qualitative multiple-case study design was employed. Twenty-four seventh-grade students completed an open-ended task comparing and . Based on variation in written representational patterns, four focal cases (S7, S11, S17, and S24) were purposively selected and participated in two rounds of task-based interviews. Data were analyzed using a hybrid deductive–inductive thematic analysis integrating written work, interview data, and cross-case comparison. The findings showed that the number line served different functions across cases, including initial solution search, visualization, explanation, and verification, whereas symbolic procedures were used to obtain, clarify, and justify results. Conversion, cross-representational consistency, and conceptual coordination also showed distinct patterns: evidence of coordination was partial for S7, could not be established for S11, was stronger within the task context for S17, and could not be assessed across representations for S24. For S7, S11, and S17, symbolic procedures carried greater justificatory weight than the number line, whereas for S24, the symbolic procedure was the only observable procedural basis. These findings highlight the importance of distinguishing representational form from function, conversion and cross-representational consistency from conceptual coordination, and representational function from justificatory function when analyzing students’ reasoning in fraction-comparison tasks.
Co-Authors HAFIIZH, MOCHAMMAD Hery Susanto I Made Sulandra I Nengah Parta Imam Supeno Indriati Nurul Hidayah Miftahul Jannah Moh. Ridwan Nila Puspita Dewi Nufe Auliya’ Bernadine Oktoviana, Lucky Tri Rini Nurhakiki Rustanto Rahardi Sisworo Slamet . Susiswo Tjang Daniel Chandra Trianingsih Eni Lestari