THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND COGNITIVE LOAD AND MATHEMATICAL PROBLEM-SOLVING SKILLS: A SYSTEMATIC LITERATURE REVIEW Heny Wijaya, Hepsi Nindiasari, Syamsuri, Cecep Anwar Firdos Santosa
Universitas Sultan Ageng Tirtayasa
Abstract
Research on cognitive load and problem-solving is extensive, but the relationship with motivation remains incomplete and is often studied in isolation. This study aims to synthesize articles on the relationship between cognitive load and motivation in mathematical problem-solving. The research method employed a systematic literature review (systematic literature review) following the PRISMA 2020 guidelines. Additionally, the search was filtered based on specific criteria: articles were selected from the past 10 years (2016-2026), quantitative research designs, middle school students as the research subjects, and within the context of mathematics learning. The research findings include: 1) there is a positive relationship and influence between cognitive load and problem-solving, 2) there is a positive relationship and influence between motivation and problem-solving, 3) there is a positive relationship between cognitive load and motivation, 4) there is a positive correlation between germane cognitive load (learning effort) and motivation and problem-solving performance. In conclusion, cognitive load (particularly the germane aspect) and motivation have a mutually reinforcing relationship and contribute positively and significantly to the improvement of problem-solving skills.
Keywords: cognitive load- motivation- problem-solving- middle school students
