Irfan Hilmi, Nindy Fadlila, Endah Retnowati
Mathematics learning materials are quite complex, and each chapter in the materials are often interrelated, so students must have sufficient knowledge to learn new chapters. According to the cognitive load theory, complex material will increase students' intrinsic cognitive load. Therefore, teachers must reduce the students' intrinsic cognitive load first by making a correlation of the material being studied with the previous materials in order to create effective learning. In addition, teachers must reduce students' extraneous cognitive load so that students' cognitive load does not increase. One of the ways that teachers can do is to use the goal-free problems strategy. This study aimed to describe the design of the goal-free problems strategy in trigonometry learning, especially the sine and cosine rules. Literature review was used to achieve the research objectives. The goal-free problems can be used by the teachers by changing the specific questions into open or free goal questions. The goal-free problems design can be implemented in classes with novice students who have lack prior knowledge or when the material being taught is considered difficult. Teachers can use goal-free problems-solving learning steps to improve students' problem-solving skills. The design produced in this study can be used as a guide or example for teachers to create learning tools using a goal-free problems strategy. © 2023 Author(s).
Mathematics Education Master Programme, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Jl. Colombo 1, Yogyakarta, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Jl. Colombo 1, Yogyakarta, Indonesia
