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All Journal Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Muhammad Syaifuddin
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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EXPLORING THE ROLE OF WORKING MEMORY AND COGNITIVE LOAD IN MATHEMATICS LEARNING : A SYSTEMATIC LITERATURE REVIEW Bayu Romadon; Muhammad Syaifuddin; Reni Dwi Susanti; Anis Farida Jamil; Arif Hidayatul Khsusna
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v6i1.4513

Abstract

This study aims to explore the role of working memory and cognitive load in mathematics learning through a Systematic Literature Review (SLR) approach. This review was conducted to obtain a comprehensive understanding of how working memory capacity and cognitive load management influence mathematical thinking processes, conceptual understanding, and problem-solving performance. The SLR procedure refers to the PRISMA 2020 guidelines, which include the stages of identification, screening, eligibility, and inclusion. Article searches were conducted through the Scopus and Springer Nature Link databases, covering publications from 2015 to 2025. From the articles identified, six met the inclusion criteria and were analyzed thematically. The findings show that visuo-spatial working memory has a significant relationship with mathematical ability, particularly in the development of symbolic representation and problem-solving skills. Additionally, learning effectiveness is strongly influenced by instructional design that manages cognitive load, where strategies such as worked examples, scaffolding, and question-asking have been shown to reduce excessive cognitive load. This review highlights the importance of instructional approaches that consider students’ working memory capacity and cognitive load regulation in order to achieve optimal mathematical understanding.
Co-Authors Anis Farida Jamil Arif Hidayatul Khsusna Bayu Romadon Reni Dwi Susanti