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Author

Endah Retnowati

Other affiliations: University of New South Wales
Bio: Endah Retnowati is an academic researcher from Yogyakarta State University. The author has contributed to research in topics: Cognitive load & Collaborative learning. The author has an hindex of 6, co-authored 43 publications receiving 212 citations. Previous affiliations of Endah Retnowati include University of New South Wales.

Papers
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Journal ArticleDOI
TL;DR: In this paper, two experiments were conducted with grade-7 Indonesian students, comparing learning to solve algebra problems, with higher and lower levels of complexity, collaboratively or individually, using worked examples and problem-solving search.
Abstract: Worked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with Grade-7 Indonesian students, comparing learning to solve algebra problems, with higher and lower levels of complexity, collaboratively or individually. Results from both experiments indicated that individual learning was superior to collaborative learning when using worked examples. In contrast, in Experiment 2, when learning from problem solving using problem-solving search, collaboration was more effective than individual learning. However, again in Experiment 2, studying worked examples was overall superior to learning from solving problems, particularly for more complex problems. It can be concluded that while collaboration could be beneficial when learning under problem solving conditions, it may be counterproductive when studying worked examples. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

78 citations

Journal ArticleDOI
TL;DR: The authors compared the effects of worked example and problem-solving approaches in individual or group work settings on learning to solve geometry problems with one hundred and one seventh graders in a group setting.
Abstract: This study compared the effects of worked example and problem‐solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders fro...

62 citations

DOI
13 Mar 2018
TL;DR: In this article, the differences of efficacy between learning by problem posing and the problemsolving method of individual and small group instruction strategies were compared. And the results showed that problem posing method was significantly more effective than problem-solving method; there was no significant difference in efficacy between individualized instruction and small-group instruction strategies.
Abstract: : Problem posing is an instructional method where students are asked to create problems based on the given information, then solve them. While in an instructional method of problem solving, students learn by solving given problems. The aim of this study was to test: (1) the differences of efficacy between learning by problem posing and the problemsolving method of individual and small group instruction strategies; (2) the interaction effect of learning methods and grouping strategies.With regard to the independent variables, problemsolving skill or cognitive load, a quasi experiment with post-test-only-non-equivalent control group designwas used. Year 7 contextual mathematics problems were tested in this experiment, and one hundreds students, who had sufficient prior knowledge, participated. A 2 by 2 anova was employed for data analysis. The results showed that: (1) problem posing method was significantly more effective than problem-solving method; (2) there was no significant difference in efficacy between individualized instruction and small group instruction strategies; (3) the interaction between learning methods and grouping strategies, where it is more likely that learning problem posing was better than problem solving for individual instruction. Keywords: cognitive load, individual, mathematics, problem posing, problem solving, small group PENGUASAAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA: BELAJAR MELALUI PROBLEM POSING ATAU PROBLEM SOLVING Abstrak : Problem posing adalah suatu metode pembelajaran dimana siswa diminta untuk menciptakan masalah-masalah berdasarkan informasi yang diberikan, kemudian siswa diminta menyelesaikan masalah tersebut. Sedangkan dalam metode pembelajaran problem solving , siswa belajar melalui penyelesaian masalah yang telah ditentukan. Tujuan penelitian ini adalah untuk menguji: (1) perbedaan efektivitas metode pembelajaran problem posing dan problem soving secara individual atau kelompok; (2) Efek interaksi antara metode pembelajaran dan strategi pengelompokan belajar. Dengan meninjau pada variabel terikat, keterampilan pemecahan masalah dan muatan kognitif, kuasi eksperimen dirancang dengan desain post-test-only-non-equivalent control groups . Materi pembelajaran dalam eksperimen adalah masalah matematika kontekstual untuk kelas 7, dengan sampel sejumlah 100 siswa yang telah mempunyai pengetahuan awal yang memadai. Anova dua jalur digunakan untuk analisis data. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan yang signifikan dari kedua metode pembelajaran, dimana problem posing lebih efektif daripada problem solving ; (2) tidak ada perbedaan yang signifikan antara strategi belajar individu atau kelompok; (3) ada efek interaksi antara metode pembelajaran dengan strategi pengelompokan, dimana dalam strategi belajar individu, menggunakan problem posing lebih baik daripada menggunakan problem solving , tetapi ada kecenderungan sebaliknya untuk strategi belajar kelompok. Kata kunci: muatan kognitif, individual, matematika, problem posing, problem solving , kelompok kecil

14 citations

Journal ArticleDOI
18 Apr 2017
TL;DR: This instructional strategy provides a smooth transition from a fully-guided into an independent problem solver as well as an alternative is a faded example consisting of the partly-completed task.
Abstract: Students themselves accomplish Knowledge acquisition and automation. The teacher plays a role as the facilitator by creating mathematics tasks that assist students in building knowledge efficiently and effectively. Cognitive load caused by learning material presented by teachers should be considered as a critical factor. While the intrinsic cognitive load is related to the degree of complexity of the material learning ones can handle, the extraneous cognitive load is directly caused by how the material is presented. Strategies to present a learning material in computational learning domains like mathematics are a namely worked example (fully-guided task) or problem-solving (discovery task with no guidance). According to the empirical evidence, learning based on problem-solving may cause high-extraneous cognitive load for students who have limited prior knowledge, conversely learn based on worked example may cause high-extraneous cognitive load for students who have mastered the knowledge base. An alternative is a faded example consisting of the partly-completed task. Learning from faded-example can facilitate students who already acquire some knowledge about the to-be-learned material but still need more practice to automate the knowledge further. This instructional strategy provides a smooth transition from a fully-guided into an independent problem solver. Designs of faded examples for learning trigonometry are discussed.

12 citations


Cited by
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Book
30 Mar 2011
TL;DR: Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
Abstract: Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L. H. Anderman (Eds.). Psychology of classroom learning: An encyclopedia, Volume 1, a-j (pp. 205-209). Detroit, MI: Macmillan Reference.

1,878 citations

Journal ArticleDOI
TL;DR: This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning.

354 citations

01 Jan 2015
TL;DR: In this article, the authors consider the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom and examine teaching and learning practices in a single classroom over a two-year period.
Abstract: This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.

300 citations

01 Jan 2016
TL;DR: People have look numerous times for their chosen novels like this internet addiction a handbook and guide to evaluation and treatment, but end up in malicious downloads.
Abstract: Thank you for reading internet addiction a handbook and guide to evaluation and treatment. Maybe you have knowledge that, people have look numerous times for their chosen novels like this internet addiction a handbook and guide to evaluation and treatment, but end up in malicious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they are facing with some malicious bugs inside their computer.

272 citations

Journal ArticleDOI
TL;DR: In this paper, an updated version of the cognitive load model is presented, in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both.
Abstract: Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merrienboer (Educational Psychology Review, 6:351–371, 1994a), in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous research into effects of the physical learning environment on cognitive performance that could inspire new cognitive load research is discussed, and a future research agenda is sketched.

263 citations