Nur Irfani, Endah Retnowati
This study aims to review the worked example literature, instructional design, and its implications for facilitating retention and transfer abilities in learning derivatives of algebraic functions. The worked example is an instructional design developed by cognitive load theory (CLT). Cognitive Load Theory (CLT) suggests that students should develop instructional instruction that is customized to the student's cognitive architecture, which includes working memory and long-Term memory. A worked example is an instructional instruction suggested by CLT to develop retention and transfer abilities and facilitate the limited memory capacity of workers. The use of variety allows students to gain more knowledge and experience that they can use to solve various problems. There are two types of variation that can be developed in learning: high variability and low variability. This study tries to describe the possibility of an example of a design being worked on that has high and low variability. In addition, the learning procedures in the working example strategy are also presented in this study. © 2022 Author(s).
Universitas Negeri Yogyakarta, Colombo St. No. 1, Yogyakarta, 55281, Indonesia; Departement of Mathematics Education, Universitas Negeri Yogyakarta, Colombo St. No. 1, Yogyakarta, 55281, Indonesia
