The Cognitive Load of Learners in the Learning Process of the Rotating Object Volume

This research is aimed to explore the cognitive load of learners in the learning process of rotating object volume as well as to provide alternative solutions in managing the intrinsic cognitive load, reducing the extraneous cognitive load as well as improving the germane cognitive load. This research was conducted in Muhammadiyah Purworejo Senior High School with the 3 (three) learners from XII grade as the subjects. The purposive sampling technique was used to determine the research subject. The data collecting method used were test and interview. The data were analyzed by using a qualitative descriptive analysis. This research has provided the results which show that the occurrence of intrinsic cognitive load in the learning process of a rotating object volume is caused by the amount of interactivity elements that have to be studied and the complexity of material learned. The interacting elements are Arithmetic, Algebra, the intersection between two curves, the concept and rule of integration, while the elements of material complexity are the difficulties in imagining the rotating object, and conducting the algebra operation. The occurrence of extraneous cognitive load in the learning process of rotating object volume is caused by the way of teacher delivering the meaningless materials as well as the absence of geometric illustration from the teaching performed by teacher. The next discussion is regarding the germane cognitive load in the learning process of rotating object volume, it is known that this cognitive load is very low. This condition is caused by the learning process in class that tends to be more conventional as well as the minimum activities of learners in studying the materials.