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COGNITIVE LOAD REDUCTION STRATEGY IN LEARNING STOICHIOMETRY FOR 3T STUDENTS: AN APPROACH TO OVERCOMING COGNITIVE LOAD IN CHEMISTRY NUMERATION

International Journal of Active Learning · Vol. 10 No. 1 (2025) · pp. 18–23

DOI
10.15294/ijal.v10i1.22475
ISSN
2528-505X
Published
2025-06-01
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study aims to analyze the effectiveness of cognitive load reduction strategies in improving 3T students' understanding of the concept of stoichiometry. Students from 3T areas often have difficulty in understanding chemical concepts due to limited access to quality learning resources and challenges in numeracy. Therefore, this study applies a cognitive load reduction strategy that includes material segmentation, scaffolding, concept visualization, and the use of analogies and real contexts in stoichiometry learning. The research method used is a quasi-experiment with a pretest-posttest control group design. The subjects of the study consisted of 3T students who were divided into experimental groups and control groups. Data were collected through a stoichiometry understanding test, a cognitive load questionnaire, and in-depth interviews. The results of the analysis showed that the experimental group experienced a significant increase in posttest scores compared to the control group. In addition, students in the experimental group showed a higher level of understanding retention and a reduction in misconceptions after the implementation of the cognitive load reduction strategy. This study provides evidence that the cognitive load reduction strategy can improve the effectiveness of stoichiometry learning by reducing students' cognitive load. The implications of this study suggest that this approach can be applied more widely in chemistry teaching to improve students' conceptual understanding and numeracy skills. Thus, the results of this study can be the basis for the development of more innovative and adaptive teaching methods for students with diverse educational backgrounds.

Keywords

Collaboration network of the authors

15 authors · 49 co-authorship links

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  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Melania Eva WulanningtyasAffiliation unknown5
Sudarmin SudarminAffiliation unknown2
Siti Herlina DewiState University of Semarang1
Kasmui KasmuiState University of Semarang1
Eko Budi SusatyaAffiliation unknown1
Harjono HarjonoAffiliation unknown1
Norma EralitaAffiliation unknown1
Rr. S.E PujiastutiAffiliation unknown1
M. Aryono AdhiAffiliation unknown1
Rr. Sri Endang PujiastutiAffiliation unknown1
Endang SusilaningsihState University of Semarang1
Sigit PriatmokoState University of Semarang1
Sri NurhayatiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijal/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">COGNITIVE LOAD REDUCTION STRATEGY IN LEARNING STOICHIOMETRY FOR 3T STUDENTS: AN APPROACH TO OVERCOMING COGNITIVE LOAD IN CHEMISTRY NUMERATION</dc:title>
	<dc:creator xml:lang="en">Damayanti, Yosephine Debbie </dc:creator>
	<dc:creator xml:lang="en">Putri, Rinda Angghita </dc:creator>
	<dc:subject xml:lang="en">cognitive load  reduction,  stoichiometry,  chemistry learning </dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the effectiveness of cognitive load reduction strategies in improving 3T students' understanding of the concept of stoichiometry. Students from 3T areas often have difficulty in understanding chemical concepts due to limited access to quality learning resources and challenges in numeracy. Therefore, this study applies a cognitive load reduction strategy that includes material segmentation, scaffolding, concept visualization, and the use of analogies and real contexts in stoichiometry learning. The research method used is a quasi-experiment with a pretest-posttest control group design. The subjects of the study consisted of 3T students who were divided into experimental groups and control groups. Data were collected through a stoichiometry understanding test, a cognitive load questionnaire, and in-depth interviews. The results of the analysis showed that the experimental group experienced a significant increase in posttest scores compared to the control group. In addition, students in the experimental group showed a higher level of understanding retention and a reduction in misconceptions after the implementation of the cognitive load reduction strategy. This study provides evidence that the cognitive load reduction strategy can improve the effectiveness of stoichiometry learning by reducing students' cognitive load. The implications of this study suggest that this approach can be applied more widely in chemistry teaching to improve students' conceptual understanding and numeracy skills. Thus, the results of this study can be the basis for the development of more innovative and adaptive teaching methods for students with diverse educational backgrounds.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijal/article/view/22475</dc:identifier>
	<dc:identifier>10.15294/ijal.v10i1.22475</dc:identifier>
	<dc:source xml:lang="en">International Journal of Active Learning; Vol. 10 No. 1 (2025): April 2025; 18-23</dc:source>
	<dc:source>2528-505X</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijal/article/view/22475/4265</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 International Journal of Active Learning</dc:rights>
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