A. Nurjanah, E. Retnowati
Based on a Cognitive Load Theory, there might be an extraneous factor should be considered when a learning material is presented such as in a textbook. Commonly, high school mathematics textbook contains abstract symbols, text, and pictures which might hinder learning if the presentation causes extraneous cognitive load. Unfortunately, textbook writers do not always consider this factor. Therefore investigation on textbooks used by students is required. This study purposely chosed the Year 7 high school mathematics compulsory textbook in Indonesia because the authors have had experience teaching year 7. The Cognitive Load Theory was used to analyze potential extraneous cognitive load presented in six units of the book. These are the introduction, observing, questioning, elaborating, associating, and communicating sections. The analysis framework was developed into four aspects: the split-attention, the redundancy of information, the lack of signaling, the incoherence, and the typing mistake. The analysis shows that about 18.43% of material presented in the textbook cause split-attention, 3.69% cause redundant information, 18,43% lack of signaling, and 3.69% is incoherence, and 11.6% is typing mistake. This finding reveals that the textbook contained some extraneous cognitive loads which may cause students' difficulty to understand the content. Accordingly, the book might require some revisions in order to support learning processes. © 2018 Published under licence by IOP Publishing Ltd.
Graduate School of Mathematics Education, Universitas Negeri Yogyakarta, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Indonesia
