Analisis Beban Kognitif Intrinsik Peserta Didik dalam Memecahkan Masalah Transformasi Geometri di Kelas XI

Abstract

This study investigates the intrinsic cognitive load experienced by eleventh-grade students in solving problems related to geometric transformations, a fundamental topic in high school mathematics that demands advanced spatial reasoning and abstract thinking. The urgency of this research stems from persistent difficulties students face in understanding and applying transformation concepts, which often result in elevated cognitive load and hinder problem-solving performance. Employing a qualitative descriptive approach with a case study design, data were collected from ten high-achieving students at SMA Pasundan 1 Tasikmalaya through questionnaires, in-depth interviews, problem-solving tests, and document analysis. The findings reveal significant variations in intrinsic cognitive load among students: those with high problem-solving abilities generally reported low to moderate cognitive load and demonstrated systematic completion of problem-solving steps, while students with lower abilities tended to experience high cognitive load, characterized by confusion, difficulty integrating concepts, and mental fatigue. The results underscore a strong alignment between intrinsic cognitive load levels and mathematical problem-solving performance. Contributing factors include the complexity of transformation material, uneven mastery of basic concepts, limited visualization strategies, and psychological aspects such as anxiety and motivation. The study recommends instructional interventions such as simplifying concepts using visual aids, providing tiered problem sets, and offering individual support to students struggling with high cognitive load. These findings highlight the importance of adaptive and interactive pedagogical strategies to optimize cognitive load and enhance learning outcomes in geometry transformations.