<![CDATA[Plant morphology requires students to work simultaneously with visual features, spatial relations, and biological terminology. This study examined whether metacognition and three operational dimensions of cognitive load were associated with representational and spatial abilities among pre-service biology teachers. The analysis involved 280 Biology Education students in the fourth, sixth, and eighth semesters from higher-education sites in Kalimantan, Aceh, Java, and East Nusa Tenggara. Representational ability was assessed with eight morphology tasks, spatial ability with six morphology-based mental-rotation items, metacognition with 12 statements, and cognitive load with 10 statements covering intrinsic, extraneous, and germane load. Multivariate multiple regression showed a significant joint relationship between the predictors and the two outcomes, Pillai's V = .209, F(8, 550) = 8.03, p < .001. Extraneous load had the strongest multivariate association, V = .098, F(2, 274) = 14.81, p < .001, while germane load was also significant, V = .043, F(2, 274) = 6.07, p = .003. In the follow-up models, extraneous load was negatively associated with both outcomes, whereas germane load was positively associated with both. The results suggest that visual-representational competence in plant morphology is related not simply to how complex the content is, but to whether students' cognitive effort is directed toward relevant structural information or consumed by unnecessary demands.]]>
Copyrights © 2026
