LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY?
Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in au...
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| Format: | Article |
| Language: | English |
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Universitas Negeri Yogyakarta
2019-10-01
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| Series: | Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan |
| Subjects: | |
| Online Access: | https://journal.uny.ac.id/index.php/cp/article/view/26914 |
| _version_ | 1818335240470396928 |
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| author | Sugiman Sugiman Endah Retnowati Paul Ayres Murdanu Murdanu |
| author_facet | Sugiman Sugiman Endah Retnowati Paul Ayres Murdanu Murdanu |
| author_sort | Sugiman Sugiman |
| collection | DOAJ |
| description | Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in authentic mathematics classrooms employing a factorial design with 2 problem presentations (goal-free vs. goal-given problems) ´ 2 learning environments (collaboratively vs. individually) using a Geometry topic. This consisted of four consecutive phases: introductory, acquisition, near and far transfer tests. 111 seventh graders (Average: 12.8 y.o.) who were novices, participated voluntary. The findings showed that students who learned by goal-free problems had significantly higher far-transfer scores than when the goal was given. Interestingly, in the acquisition phase, the students in goal-free problems experienced significantly higher cognitive load than their counterparts. Further, it was found that overall, individuals scored significantly higher in a far-transfer test than those who learned collaboratively; however, during the acquisition phase individuals experienced significantly higher cognitive load than collaborative learning. No pattern of interaction effects was indicated. Overall, it was concluded that goal-free problems may be learned either collaborativelly or individually. Nevertheless, the goal-free problems stimulated higher cognitive load during learning, which seemed to have a positive influence. |
| first_indexed | 2024-12-13T14:20:17Z |
| format | Article |
| id | doaj.art-cff648b5c2ab464084c0c366deba6730 |
| institution | Directory Open Access Journal |
| issn | 0216-1370 2442-8620 |
| language | English |
| last_indexed | 2024-12-13T14:20:17Z |
| publishDate | 2019-10-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan |
| spelling | doaj.art-cff648b5c2ab464084c0c366deba67302022-12-21T23:42:06ZengUniversitas Negeri YogyakartaCakrawala Pendidikan: Jurnal Ilmiah Pendidikan0216-13702442-86202019-10-0138359060010.21831/cp.v38i3.2691412206LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY?Sugiman Sugiman0Endah Retnowati1Paul Ayres2Murdanu Murdanu3(Scopus ID: 57204035834) Department of Mathematics Education, Universitas Negeri YogyakartaUniversitas Negeri YogyakartaUniversity of New South WalesUniversitas Negeri YogyakartaGoal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in authentic mathematics classrooms employing a factorial design with 2 problem presentations (goal-free vs. goal-given problems) ´ 2 learning environments (collaboratively vs. individually) using a Geometry topic. This consisted of four consecutive phases: introductory, acquisition, near and far transfer tests. 111 seventh graders (Average: 12.8 y.o.) who were novices, participated voluntary. The findings showed that students who learned by goal-free problems had significantly higher far-transfer scores than when the goal was given. Interestingly, in the acquisition phase, the students in goal-free problems experienced significantly higher cognitive load than their counterparts. Further, it was found that overall, individuals scored significantly higher in a far-transfer test than those who learned collaboratively; however, during the acquisition phase individuals experienced significantly higher cognitive load than collaborative learning. No pattern of interaction effects was indicated. Overall, it was concluded that goal-free problems may be learned either collaborativelly or individually. Nevertheless, the goal-free problems stimulated higher cognitive load during learning, which seemed to have a positive influence.https://journal.uny.ac.id/index.php/cp/article/view/26914goal-free problemscognitive loadcollaborativemathematics |
| spellingShingle | Sugiman Sugiman Endah Retnowati Paul Ayres Murdanu Murdanu LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan goal-free problems cognitive load collaborative mathematics |
| title | LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? |
| title_full | LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? |
| title_fullStr | LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? |
| title_full_unstemmed | LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? |
| title_short | LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? |
| title_sort | learning goal free problems collaboratively or individually |
| topic | goal-free problems cognitive load collaborative mathematics |
| url | https://journal.uny.ac.id/index.php/cp/article/view/26914 |
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