Publisher

HAMZANWADIHAMZANWADI

Journal Jurnal ElemenJurnal Elemen Abstract

Although Realistic Mathematics Education (RME) promotes deeper conceptual learning, empirical evidence mapping different types of cognitive loads in university engineering mathematics is limited. This mixed-methods study profiled intrinsic, extraneous, and germane cognitive loads among 76 first-year aeronautical engineering students working on an RME-based task, a contextualized double integral problem modelling aircraft wing surface. We measured load components with a CLT questionnaire adapted from Leppink et.al and mental effort with the Paas scale, then triangulated findings with student reflections and observations. Correlations showed intrinsic and germane load related to students mental effort, while extraneous load was minimal, suggesting clear task design. Multiple regression analysis clarified that the germane load was the main unique predictor of mental effort, whereas intrinsic complexity and extraneous factors contributed little uniquely. Qualitative data confirmed that students used strategies such as breaking tasks into sub-steps, activating prior knowledge, and peer explanation to manage effort. We propose an RME–CLT alignment framework that scaffolds intrinsic difficulty, minimizes extraneous processing, and cultivates germane engagement through reflective context-rich tasks. The findings also inform the design of cognitively efficient engineering-mathematics curricula. Thus, it offers practical guidance for designing cognitively efficient engineering mathematics instruction and recommends future studies using longitudinal and real-time measures.

Conclusion

This study demonstrates that well-designed RME tasks in engineering mathematics can channel cognitive resources toward productive schema construction while minimizing extraneous demands, even when intrinsic complexity is high.By integrating realistic contexts with guided reinvention and structured scaffolding, RME enables learners to engage deeply with conceptual understanding without cognitive overload.The proposed RME–CLT instructional framework provides a practical model for balancing realism, reflection, and efficiency in higher education mathematics.

Future Research

Future research should investigate the effectiveness of RME-based interventions in diverse engineering disciplines beyond aerospace, to determine the generalizability of the proposed RME-CLT framework. Furthermore, studies could explore the impact of varying levels of scaffolding and contextualization within RME tasks on cognitive load and learning outcomes, potentially identifying optimal instructional strategies for different student profiles. Finally, research should employ longitudinal designs and real-time cognitive assessments, such as eye-tracking or physiological measures, to gain a more dynamic understanding of how cognitive load evolves during RME-based learning and to refine instructional design for maximizing cognitive efficiency and conceptual understanding in engineering mathematics education. These investigations will contribute to a more nuanced understanding of the interplay between cognitive load, realistic contexts, and effective learning in engineering education, ultimately leading to improved instructional practices and enhanced student outcomes.

References

1. Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction... lectitopublishing.nl/Article/Detail/cognitive-load-in-solving-mathematics-problems-validating-the-role-of-motivation-and-the-interaction-9252Cognitive Load in Solving Mathematics Problems Validating the Role of Motivation and the Interaction lectitopublishing nl Article Detail cognitive load in solving mathematics problems validating the role of motivation and the interaction 9252
2. Revisiting the debate on germane cognitive load versus germane resources: Journal of Cognitive Psychology:... tandfonline.com/doi/full/10.1080/20445911.2022.2159416Revisiting the debate on germane cognitive load versus germane resources Journal of Cognitive Psychology tandfonline doi full 10 1080 20445911 2022 2159416
3. Mathematical literacy of prospective mathematics teacher based on cognitive style | Jurnal Elemen. mathematical... doi.org/10.29408/jel.v11i2.28494Mathematical literacy of prospective mathematics teacher based on cognitive style Jurnal Elemen mathematical doi 10 29408 jel v11i2 28494
4. Mapping cognitive load profiles in realistic mathematics education: A study with aerospace engineering... doi.org/10.29408/jel.v11i4.32104Mapping cognitive load profiles in realistic mathematics education A study with aerospace engineering doi 10 29408 jel v11i4 32104

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