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All Journal Edumatica: Jurnal Pendidikan Matematika
Aprillia, Fika
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Mathematics

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Do Goal-Free Problems with Guided Questions Affect Retention, Transfer, and Cognitive Load? Aprillia, Fika; Retnowati, Endah
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.45657

Abstract

This study aimed to examine the effects of problem presentation and guided questions on students’ retention, transfer, and cognitive load. The study used a 2×2 factorial design with two factors: problem presentation (goal-free vs. goal given) and guided questions (with vs. without). The subjects consisted of 150 seventh-grade students from a public junior high school in Sleman Regency, who were randomly assigned to four experimental groups. The instruction was carried out in three phases: introduction, acquisition, and testing. Data were analyzed using two-way ANOVA at a significance level of 0.05. The results showed that problem presentation did not have a significant effect on retention and transfer but had a significant effect on cognitive load. Guided questions did not have a significant effect on any of the dependent variables. A significant interaction was found between problem presentation and guided questions on retention, transfer, and cognitive load in the retention test. Goal-given problems were more effective without guided questions for improving retention and transfer, while guided questions were more effective when combined with goal-free problems. Cognitive load on the retention test was higher for goal given problems with guided questions because goal given problems and guided questions led to means-end analysis and deep information processing.
Co-Authors Endah Retnowati