<![CDATA[University students encounter various learning demands that require them to process information effectively. The limited capacity of working memory may result in cognitive load, which can influence the learning process. This study aimed to analyze the cognitive load of students at the Faculty of Educational Sciences, Universitas Pendidikan Indonesia based on three dimensions: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. A quantitative survey was conducted involving 394 students selected using proportionate stratified random sampling. Data were collected through a questionnaire developed based on Cognitive Load Theory and analyzed using descriptive statistics. The findings revealed that students experienced high intrinsic cognitive load (M = 30.81), moderate extraneous cognitive load (M = 17.11), and high germane cognitive load (M = 32.96). Among the three dimensions, germane cognitive load showed the highest mean score per item, indicating that students tended to allocate their cognitive resources to understanding learning materials and constructing knowledge during the learning process. These findings indicate that the current learning process has promoted students' active cognitive engagement. However, instructional design should continue to be systematically developed to minimize extraneous cognitive load and optimize germane cognitive load. The findings are expected to provide insights for instructional designers in developing more effective learning strategies that align with students' cognitive load characteristics.]]>
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