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This study examines how material complexity and teaching strategies affect cognitive load in problem-based learning.

May 4, 2026SHILAP Revista de lepidopterologíaOpen Access

Modeling cognitive load in problem-based biology learning: Effects of material complexity and teaching strategy

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Authors

HDHandi DarmawanUniversitas Muhammadiyah Pontianak NYNetti Yuniarti SYStephani Yane

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Implication

Quantitative study examines material complexity and teaching strategies' effects on cognitive load in eighth-grade biology students, suggesting improvements in instructional design.

Key Points

This study examines how material complexity and teaching strategies affect cognitive load in problem-based learning.
Quantitative explanatory design with 240 eighth-grade students from junior high schools in Pontianak, Indonesia.
Data collection using validated 5-point Likert scales and analysis through Structural Equation Modeling (SEM).
Measurement quality confirmed with AVE values of 0.58 to 0.65 and CR values of 0.81 to 0.88.
Material complexity significantly predicts cognitive load (β = 0.59; p < 0.001).
Teaching strategies significantly predict cognitive load (β = 0.38; p < 0.001).
Teaching strategies partially mediate the relationship between material complexity and cognitive load (Sobel test: z = 2.26; p < 0.05).

Cite This Study

Darmawan et al. (2026) studied this question.

synapsesocial.com/papers/69f837233ed186a7399813ee https://doi.org/10.22219/raden.v6i1.43698

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Implication

Quantitative study examines material complexity and teaching strategies' effects on cognitive load in eighth-grade biology students, suggesting improvements in instructional design.

Modeling cognitive load in problem-based biology learning: Effects of material complexity and teaching strategy

Discussion

Member takes

Implication

Key Points

Cite This Study

Modeling cognitive load in problem-based biology learning: Effects of material complexity and teaching strategy

Discussion

Member takes

Implication

Key Points

Cite This Study

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