Tanti Listiani, Melda Jaya Saragih, Dhoriva Urwaful Wutsqa, Kuswari Hemawati, Seng Tang Chang, Ahmad Zufrie Abd Rahman
This article analyses the cognitive load in statistical learning design using a project-based learning (PjBL) integrated with Moodle’s Learning Management System (LMS). Cognitive load is an important factor that affects the effectiveness of learning, especially in the context of learning that integrates with technology such as LMS Moodle. This study measures the cognitive load felt by students during the statistics learning process through LMS Moodle-based PjBL. Data are collected using quiz, questionnaires, and final tests designed to measure three main components of cognitive load: intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL). Implementing LMS Moodle-with PjBL resulted in a favorable category in ICL, with an average score of 67.34. In the meantime, ECL achieved an average score of 81.4, indicating a very good category. The GCL category yielded an average score of 46.62. While ECL yields a very good average, students’ GCL results are also quite impressive. This study needs to implement various strategies to alleviate students’ cognitive load. These findings provide valuable insights for developing effective and efficient learning designs in technology-based higher education. This is a suggestion for future research so that researchers can develop learning designs to reduce the cognitive load that occurs. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.
Universitas Pelita Harapan, Tangerang, Indonesia; Yogyakarta State University, Yogyakarta, Indonesia
