Developing and Validating a Cognitive Load Theory-Based Mathematics Learning Model for Junior High School Students

This study aimed to develop and validate a Cognitive Load Theory (CLT)-Based Mathematics Learning Model for Junior High School Students. The study employed Educational Design Research (EDR) based on the Plomp model, comprising preliminary research, development, and assessment phases. The development process integrated CLT principles into instructional sequencing, worked examples, scaffolding, guided practice, and gradual reduction of instructional support. The resulting model consisted of five stages: Schema Activation, Bridging–Worked Example Effect, Guided Practice, Fading Guidance, and Reflection, Evaluation, and Feedback. The model and its supporting materials were validated by two mathematics education experts using a five-point validation scale. The results showed that the learning model achieved a Very Valid category (M = 3.9; PoA = 97%). The supporting materials, including the model book, teaching module, textbook, and student worksheets, also achieved the Very Valid category, with mean scores ranging from 4.3 to 4.6. The validation instruments likewise demonstrated very high validity. The findings indicate that the developed model is theoretically coherent and suitable for junior high school mathematics learning after expert-recommended revisions