Infinity Journal of Mathematics Education

Volume 13, No. 1, February 2024

https://doi.org/10.22460/infinity.v13i1.p197-214
p-ISSN 2089-6867
e–ISSN 2460-9285

DEVELOPING PATTERNS OF STUDENTS'

MATHEMATICAL LITERACY PROCESSES: INSIGHTS
FROM COGNITIVE LOAD THEORY AND DESIGN-BASED
RESEARCH
Andes Safarandes Asmara1*, Stevanus Budi Waluya2, Hardi Suyitno3, Iwan Junaedi2, Yusi Ardiyanti4
1UniversitasBuana Perjuangan Karawang, Indonesia
2Universitas Negeri Semarang, Indonesia
3Unversitas Ahmad Dahlan, Indonesia
4Universitas Singaperbangsa Karawang, Indonesia

Article Info ABSTRACT

Article history: This research aims to develop patterns of students' mathematical literacy
processes based on the Cognitive Load Theory (MLCLT). Research using
Received Aug 19, 2023 Design-Based Research (DBR) aims to design and develop learning
Revised Jan 8, 2024 components in the form of resulting learning patterns arranged in 4 stages. The
Accepted Jan 9, 2024 research results show that a CLT-based mathematical literacy process domain
Published Online Jan 31, 2024 pattern has been found. For the aspect of formulating situations
mathematically, the pattern of mathematization was produced, and it resulted
in some students having good communication skills. For the element of
Keywords: employing mathematical concepts, facts, procedures, and reasoning, the
pattern of application was produced, and it showed an increase in students'
Cognitive load theory, literacy processes for indicators such as mathematizing, representation,
Design-based research, reasoning, argument, devising strategies for solving problems, using symbolic,
Formulating situations, formal, and technical language and operations, as well as using mathematical
Mathematical literacy, tools. The pattern for the aspect of interpreting, applying, and evaluating
Patterns mathematical outcomes is the reflection pattern. In this pattern, students are
already accustomed to having indicators of mathematical literacy processes
related to devising strategies for solving problems, using symbolic, formal, and
technical language and operations, as well as using mathematical tools so that
they can produce real solutions to real-world problems.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Andes Safarandes Asmara,
Department of Mathematics Education,
Universitas Buana Perjuangan Karawang
Jl. HS.Ronggo Waluyo, Telukjambe Timur, Karawang, West Java 41361, Indonesia.
Email: [email protected]

How to Cite:
Asmara, A. S., Waluya, S. B., Suyitno, H., Junaedi, I., & Ardiyanti, Y. (2024). Developing patterns of
students' mathematical literacy processes: Insights from cognitive load theory and design-based research.
Infinity, 13(1), 197-214.

197
198 Asmara et al., Developing patterns of students' mathematical literacy processes …

1. INTRODUCTION
Mathematical literacy is defined as an individual's ability to use mathematical
knowledge and understanding effectively in everyday life by formulating, using, and
interpreting mathematics in various contexts. This includes reasoning mathematically about
the world and making the necessary considerations and decisions as a citizen (De Lange,
2003; OECD, 2017). Based on this, it is clear that knowledge and understanding (content
and context) of mathematics are very important, but it is even more important to be able to
apply mathematical literacy to solve problems in daily life (Bansilal & Debba, 2012; Colwell
& Enderson, 2016; De Lange, 2003; Ni'mah et al., 2017; Umbara & Nuraeni, 2019).
In terms of the scope of literacy, students are not only required to have cognitive
understanding, but also affective and psychomotor because literacy has three domains,
namely: content, context, and behavior and habits of individuals in using mathematical
literacy (Bansilal & Debba, 2012; Bowie & Frith, 2006; OECD, 2017; Stacey & Turner,
2015). The importance of improving literacy skills is reflected in the goals of the 2013
curriculum, which include character, literacy, and competencies and refer to 21st century
skills that consist of four main domains, namely: literacy, inventive thinking, effective
communication, and high productivity (Turiman et al., 2012). The focus variable in this
study is the domain of mathematical literacy processes. The process domain consists of three
aspects: 1) formulating situations mathematically; 2) employing mathematical concepts,
facts, procedures, and reasoning; and 3) interpreting, applying and evaluating mathematical
outcomes.
In summary, mathematical literacy is an individual's ability to understand, formulate,
apply, and interpret mathematics in various contexts, including reasoning mathematically
and using concepts, procedures, facts, solving mathematical problems, using mathematical
language to communicate, and connecting mathematics to the real world. Further elaboration
on the relationship between process domain of mathematical literacy and the assessment
framework is described in Table 1.
Table 1. Correlation between various mathematical processes with fundamental
mathematical capabilities (OECD, 2017)
Fundamental Formulating Employing mathematical Interpreting, applying
mathematical situations concepts, facts, procedures and evaluating
capabilities mathematically and reasoning mathematical outcomes
Communicating The process of Express a resolution by Create and convey
comprehending and demonstrating the steps reasoning and
understanding taken to achieve it and/or justifications within the
statements, questions, provide a condensed framework of the issue at
tasks, objects or images summary of the hand.
involves reading, mathematical outcomes
interpreting, and reached during the process.
creating a mental
representation of the
given situation.
Mathematising Recognize the Employ knowledge of the Comprehend the scope and
fundamental situation to direct or hasten constraints of a
mathematical elements the mathematical problem- mathematical resolution as
and concepts within a solving procedure, such as a result of the
real-world problem, striving for an appropriate mathematical model
and establish level of precision that aligns utilized.
suppositions to with the context.
facilitate their
utilization.
 Infinity Volume 13, No 1, February 2024, pp. 197-214 199

Fundamental Formulating Employing mathematical Interpreting, applying

mathematical situations concepts, facts, procedures and evaluating
capabilities mathematically and reasoning mathematical outcomes
Representation Develop a Understand, connect, and Decipher mathematical
mathematical depiction apply multiple forms of results in diverse formats
of information derived representations while regarding a situation or
from the real world. engaging with a problem. purpose; juxtapose or
assess two or more
representations in
connection to a situation.
Reasoning Elucidate, uphold, or Clarify, support, or provide a Contemplate mathematical
and argument offer a rationale for the rationale for the solutions and produce
chosen or developed methodologies and justifications and
representation of a real- techniques employed to arguments that
life scenario. derive a mathematical corroborate, contradict, or
outcome or resolution. modify a mathematical
Establish connections resolution to a problem
between pieces of situated within a context.
information to arrive at a
mathematical solution,
formulate generalizations, or
construct a multi-step
argument.
Devising Choose or create a Implement efficient and Create and execute a plan
strategies for tactic or approach to consistent control measures to interpret, assess, and
solving reframe contextualized throughout a multi-stage confirm the validity of a
problems problems process that leads to a mathematical resolution to
mathematically. mathematical solution, a problem situated within a
conclusion, or context.
generalization.
Using symbolic, Utilize suitable Comprehend and employ Grasp the connection
formal, and variables, symbols, formal structures founded on between the problem's
technical diagrams, and definitions, regulations, and context and the
language and established models to formalized systems, as well mathematical solution's
operations express a real-world as utilize algorithms. representation. Utilize this
problem through comprehension to aid in
symbolic or formal the interpretation of the
language. solution within the context
and assess the practicality
and potential constraints of
the solution.
Using Apply mathematical Understand and have the Employ mathematical
mathematical tools to identify ability to use various tools tools to evaluate the
tools mathematical structures that can be helpful in plausibility of a
or to illustrate carrying out methods and mathematical solution and
mathematical procedures for determining any constraints or
relationships. mathematical solutions. limitations of that solution,
taking into account the
context of the problem.

The evaluation process for mathematics learning in Indonesia in terms of literacy

skills has consistently ranked in the bottom 10 (2009-2018) according to OECD assessing
literacy skills based on PISA (Programme International for Student Assessment). The
international average score for mathematical literacy is 500 (level 3), while the average score
for Indonesian students is 375 (level 1), which is the lowest of the six levels of mathematical
literacy established by PISA and the highest level that Indonesian students can achieve is
200 Asmara et al., Developing patterns of students' mathematical literacy processes …

level 3 (Asmara et al., 2019; Wardono et al., 2016), and some students are at level 4 (Edo et
al., 2013). Many students know or only memorize mathematical subject matter, but are
unable to apply their knowledge to improve their quality of life or, in other words, are less
able to solve problems in real life (Pradana et al., 2020; Zulkarnain, 2013). In other words,
this very much reflects the level of difficulty or inability of students to construct knowledge
about changes in behavior (learning outcomes) or can be referred to as students experiencing
cognitive load. Therefore, it is necessary to optimize students' working memory to be able
to understand and construct each concept they receive.
Working memory is responsible for processing and following up on information
(Baddeley, 2012). Working memory can only hold about seven items or pieces of
information at a time (Atkinson & Shiffrin, 1968; Cowan, 2001; Paas & Ayres, 2014) and
will fade away within approximately 15 to 30 seconds if not recalled (Cowan, 2001; Paas &
Ayres, 2014). When processing information (organizing, differentiating, and comparing),
humans can only manage two or three pieces of information simultaneously, depending on
the type of processing required (Mayer & Moreno, 2010).
The process of recalling information done by the brain in our students varies
depending on their characteristics. There are students who easily understand a concept, but
there are also many who have difficulty understanding a concept. The theory that describes
the level of difficulty or inability of learners to process and construct knowledge or
information received as a result of our learning strategies is known as cognitive load theory
(CLT). CLT is the mental effort that must be made in memory to process information
received within a certain time frame (Sweller, 2018).
According to van Merriënboer and Sweller (2005), students experience different
levels of cognitive load in memory, which can be caused by three sources: intrinsic cognitive
load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL) (Clarke et
al., 2005; Plass et al., 2010). Intrinsic cognitive load depends on the difficulty level of a
material. Extraneous cognitive load depends on the presentation of the material. Germane
cognitive load is the relevant or advantageous load imposed by teaching methods that lead
to better learning outcomes. In learning, the excess cognitive load depends on the difficulty
level of the material studied according to intrinsic cognitive load. If the material studied has
a high intrinsic cognitive load, then the learning design should be organized in such a way
that extraneous cognitive load can be minimized.
CLT-based learning emphasizes the importance of reducing extrinsic cognitive load
(i.e., cognitive load unrelated to learning goals) and managing intrinsic cognitive load (i.e.,
cognitive load related to learning goals). This is achieved through various instructional
strategies, such as providing clear explanations, breaking down complex problems into
smaller components, and providing examples and practice opportunities. Based on the
synthesis of the explanations provided and the analysis, a CLT framework can be obtained,
as shown in Table 2.
Table 2. Cognitive load theory matrix

Cognitive load Indicator

Managing intrinsic a. Material presented gradually
cognitive load b. Students can control the display (media/process) to be learned
c. Providing initial apperception/training before discussing the
material with step-by-step assistance.
d. Presenting material with pictures or narration
e. Sequential study
 Infinity Volume 13, No 1, February 2024, pp. 197-214 201

Cognitive load Indicator

Reducing a. Eliminating irrelevant material from the main topic
Extranous b. Removing excessive text in the presentation of learning media
cognitive load c. Presenting images and text simultaneously
d. Placing text and graphics on the same screen (media)
e. The intonation of the teacher
f. Activating and maintaining students' prior knowledge
Increases German a. Learning using words and pictures
cognitive load b. Presenting information based on students' abilities
c. Directing student activities that can add to their learning
experiences
d. Providing feedback in the form of commands, questions, or
explanations that can direct students to obtain the required
information or material
e. Providing opportunities for students to explain information or
material in their own language

This is in line with previous studies stating that a CLT-oriented learning process can
solve mathematical problems (Damayanti, 2013; Ni'mah et al., 2017). CLT-based learning
can be an effective method for improving mathematics literacy in seventh grade students.
By optimizing students' learning capacity through the reduction of extraneous cognitive load
and the management of intrinsic cognitive load, CLT-based learning can help students to
better understand and apply mathematical concepts.
Based on the explanation, it is possible to integrate mathematical literacy within the
process domain with three components of CLT. This integration is expected to generate a
learning pattern that is anticipated to be one of the solutions for enhancing the mathematical
literacy of 7th-grade students.
Therefore, the objectives of this research are: integrate component of CLT that is
ICL, ECL and GCL with indicators of mathematical literacy in the process domain, which
consists of formulating situations mathematically; employing mathematical concepts, facts,
procedures, and reasoning; and interpreting, applying, and evaluating mathematical
outcomes. And also try to describe Patterns of mathematical literacy process domains of
seventh grade students based on the aspect of formulating situations mathematically;
employing mathematical concepts, facts, procedures, and reasoning; and interpreting,
applying, and evaluating mathematical outcomes according to cognitive load theory.

2. METHOD
This study used design-based research (DBR). DBR is a systematic study of
designing, developing, and evaluating educational interventions such as programs,
strategies, and learning materials, products, and systems as solutions to solve complex
problems in educational practice, with the aim of advancing our knowledge of the
characteristics of these interventions and the processes of designing and developing them
(Plomp, 2013). Plomp's explanation can be understood that DBR aims to design and develop
learning components, whether it be learning strategies, learning materials, or products and
systems. These components are designed and developed so that problems faced in the world
202 Asmara et al., Developing patterns of students' mathematical literacy processes …

of education can be solved. Based on this, this study attempted to integrate component CLT
(see Table 2) , that is ICL, ECL and GCL with mathematical literacy in the process domain
(see Table 1) that is formulating situations mathematically; employing mathematical
concepts, facts, procedures, and reasoning; and interpreting, applying, and evaluating
mathematical outcomes. The integration of two components results in a learning pattern used
as a learning component referred to as Mathematical Literacy Based on Cognitive Load
Theory (MLCLT). It is expected that MLCLT will be able to improve the mathematical
literacy process of junior high school students.
Design-based research (DBR) is a research method that focuses on the development
and evaluation of solutions or innovations in real-world contexts, incorporating a process of
analysis, design, evaluation, and revision to achieve satisfactory research outcomes,
particularly in the field of education (Anderson & Shattuck, 2012; Armstrong et al., 2020;
Barab, 2014; Fowler et al., 2023; Sandoval & Bell, 2004). DBR combines theory and
practice to create effective and relevant learning designs or interventions for users. The steps
in conducting research using DBR are organized into 4 phases, as described in the research
design based on DBR in Figure 1.

Figure 1. Research design (adapted from Reeves, 2006)

Based on the research design used, data analysis techniques in this study were bersing
4 phases, which are:
a. Identification and analysis of problems
This phase involves various preparations such as curriculum review, analysis of
learning processes (research results, articles, and others), analysis of mathematical literacy
(in various countries, OECD, TIMSS) as well as analysis of student cognitive load and its
instructional design (cognitive load theory). This phase has two stages in its technique,
namely: (1) Initial needs analysis when creating new patterns, and (2) Ongoing needs
analysis after new patterns have formed. The patterns of mathematical literacy based on
cognitive load theory are developed.

b. Development and solution programming

This phase includes analyzing the description of the mathematical literacy process
domain based on CLT, and developing learning tools as a product of the program
development. This second phase is described in several stages, namely: prototype
 Infinity Volume 13, No 1, February 2024, pp. 197-214 203

development stage of MLCLT, MLCLT development stage, and MLCLT modification

stage.

c. The testing and implementation of the program

The testing and implementation of the program involve several stages to implement
the program and conduct reflection. There are several stages for testing the new patterns that
have been developed and refined along with their learning tools. After the new patterns and
their learning tools have been developed, the first test is conducted with experts (expert
judgment), followed by the first trial or evaluation of the prototype phase. After the
evaluation is completed, reflection is carried out. The results of the reflection are used to
revise the program to make it more perfect. Then, there is another expert judgment test to
categorize the developed patterns.

d. Reflection to get design principles

The final stage is the reflection on the program development and produces the final
product which has novelty in the form of new patterns of mathematical literacy processes
for ICL, ECL, and GCL domains. There are two reflection steps in this stage. The first one
is to reflect on the prototype results, and the second one is the final reflection to see how far
the research objectives can be achieved. It also includes the final evaluation and reflection
on the new patterns that have been generated.

3. RESULT AND DISCUSSION

3.1. Results
As previously explained, this research develops a learning component aimed at
enhancing students' mathematical literacy by integrating the learning components resulting
from the integration of mathematical literacy within the process domain (see Table 1),
namely Formulating Mathematical Situations; Using Mathematical Concepts, Facts,
Procedures, and Reasoning; and Interpreting, Applying, and Evaluating Mathematical
Results, along with the indicators from the CLT component (see Table 2), namely ICL, ECL,
and GCL. This integration produces a learning pattern that is then translated into a learning
product in the form of a learning tool that can be used for instructional activities.
Overall, the learning patterns obtained from the integration of mathematical literacy
process domain and cognitive load theory are nine. The resulting patterns, based on the
analysis of Table 1 and Table 2, are named Mathematical Literacy Learning based on
Cognitive Load Theory (MLCLT). The resulting patterns are transformed into a learning
program that is able to improve the mathematical literacy process of junior high school
students. The following is an overview of the mathematical literacy process patterns based
on cognitive load theory, viewed from the intrinsic cognitive load (ICL) in Table 3.
Table 3. Patterns of mathematical literacy learning reviewed from ICL perspective

Patterns of Learning Indicator

Formulating 1. Starting with Presenting Context or Productive Questions
Mathematical Situations 2. Using Symbolic Language/Modeling.
(I1)
Using Mathematical 1. Applying and Designing Strategies
Concepts, Facts, 2. Using Mathematical Tools to Solve Problems
204 Asmara et al., Developing patterns of students' mathematical literacy processes …

Patterns of Learning Indicator

Procedures, and 3. Applying Facts (Modeling) or Extracting Information to
Reasoning (I2) Construct Concepts
4. Making Generalizations
5. Reflecting and Summarizing
Interpreting, Applying, 1. Evaluating the Connection between Solutions and Problems
and Evaluating 2. Understanding the Level and Limits of Mathematical
Mathematical Results Concepts and Their Solutions.
(I3)

We can observe the pattern of the mathematical literacy process in terms of

extraneous cognitive load (ECL) in Table 4.
Table 4. Patterns of mathematical literacy learning in terms of ECL
Patterns of Learning Indicator
Formulating Mathematical Situations 1. Starting with Presenting Context
(Related to Context) (E1) 2. Presenting Productive Questions
Using Mathematical Concepts, Facts, 1. Applying and Designing Strategies using
Procedures, and Reasoning (Related to Language and Symbols
Learning Strategies) (E2) 2. Applying Facts (Modeling) or Extracting
Information to Construct Concepts
3. Making Generalizations
4. Reflecting and Summarizing
Interpreting, Applying, and Evaluating 1. Using Learning Videos/ICT
Mathematical Results (Related to 2. Using Worksheets (LKPD)
Learning Media) (E3)

A new pattern of mathematical literacy process in terms of Germane Cognitive Load

(GCL) is observed in Table 5.
Table 5. Mathematical literacy learning syntax based on cognitive load theory

Learning Syntax Learning Activities

Mathematization (G1) 1. Identifying problems based on context
2. Analyzing and making assumptions
3. Applying modeling
4. Translating into mathematical language
Application (G2) 1. Applying and designing strategies
2. Applying facts (modeling) or mining information to
construct concepts
3. Making generalizations
 Infinity Volume 13, No 1, February 2024, pp. 197-214 205

Learning Syntax Learning Activities

Meaning-making and Reflection 1. Reviewing the results of generalization
(G3) 2. Analyzing whether the conclusions can be relevant to
the problem
3. Identifying the suitability of the model used to solve
the problem
4. Reflecting and summarizing

A total of 9 patterns were obtained based on the analysis, labeled as I1, I2, I3, E1,
E2, E3, G1, G2, and G3. The patterns obtained from the analysis describe the entire learning
process by creating a completeness of learning in the form of developing a program.
The generated learning patterns are transformed into learning tools for direct
implementation in teaching. The derived patterns include the Learning Steps derived from
the GCL-based learning pattern, material management taken from the ICL pattern, and the
teaching strategies employed by the teacher derived from the ECL pattern. The subsequent
step involves creating a teaching technique guide such as a lesson plan, worksheet,
mathematical literacy test instruments (GCL instrument), and a questionnaire assessing the
implementation of teaching by teachers (ECL instrument). These technical guides are
consolidated into a process book and process usage guidebook. Following this, the learning
product is validated by experts. Expert validation is conducted twice: first during the
prototype phase and once during the final phase for refining the product.
Overall, the learning program was validated by experts and consisted of two phases
according to the research design. The prototype phase received a score of 0.70 in the "good"
category, and the final phase received a score of 0.84 in the "very good" category. These
scores indicate that the patterns generated are suitable for implementation in the learning
process. Overall, the validation score of the development of mathematical literacy process
patterns based on cognitive load theory, which we call LMCLT, is described in Figure 2.

Figure 2. Validation score of the development of mathematical literacy process patterns

based on cognitive load theory
206 Asmara et al., Developing patterns of students' mathematical literacy processes …

3.2. Discussion
This discussion aims to answer three research objectives, which are. The learning
patterns developed for the aspect of formulating mathematical situations based on cognitive
load theory result in 3 patterns named mathematization patterns (performed at the beginning
of learning), each pattern to manage intrinsic cognitive load (I1), reduce extraneous
cognitive load (E1), and increase germane cognitive load (G1). The mathematization pattern
developed to manage intrinsic cognitive load (ICL) is included in the lesson plan in the
aperception to improve students' mathematical literacy processes because one characteristic
of intrinsic cognitive load depends on the difficulty level of a material and is not influenced
by external factors (Cooper, 1998; de Jong, 2010; Sweller & Chandler, 1994), but with good
presentation techniques that do not complicate students' understanding, and starting from
simple to complex material, the intrinsic cognitive load can be managed (van Merriënboer
& Sweller, 2005).
Aperception as an initial activity in a learning process aims to stimulate motivation
and focus students' attention to actively participate in the learning process because the
activity links new information to relevant concepts for a person's cognitive structure as a
process (Wantika, 2017). The management of ICL in aperception is carried out by
coordinating productive questions, starting from general and known questions to questions
that stimulate students to think further about the material to be discussed.
Based on empirical tests, there is a difference in students' understanding of the
material between students who learn using the MLCLT mathematization pattern and those
who do not. This indicates that the indicators of effective mathematization patterns are stored
in aperception to measure students' ability to receive and process information (ICL) because
aperception is an important activity that can determine the success of the next learning stage
(Anggraeni, 2009). Observational data for teachers show that what teachers do to effectively
manage students' ICL, which can be stated by providing aperception, leads to better student
understanding of the material (Prasetyaningtyas, 2019; Sunita & Nardus, 2018).
The mathematization pattern developed to reduce extraneous cognitive load (ECL)
because ECL is caused by instructional material, depends on material presentation, is related
to schema formation and automation but can be altered by instructional interventions (van
Merriënboer & Sweller, 2005). In the learning process, it is the teacher's intonation
arrangement in delivering productive questions and presenting relevant contexts with
productive questions. ECL is observed through questionnaires and interviews. Statements in
the questionnaire refer to the learning process steps carried out by teachers (Sweller, 2018).
Based on data analysis, the context greatly helps students in understanding a material, but
most students from three schools agree that the context presented for the concept of
understanding, type, and nature of the triangle material is easy to understand. As for the
concept of area and perimeter of the triangle, it is somewhat difficult to understand, but when
understood, it is easy to apply in answering questions about the area and perimeter of the
triangle.
Based on the results of the questionnaire analysis, mathematical formalization is
quite effective in reducing students' ECL (extraneous cognitive load), as it allows students
to focus on improving their understanding of a subject. The use of real-world contexts in
learning, provided through aperception, makes the concepts or topics studied more
meaningful to students (Nuraida & Putri, 2020). This can improve their understanding by
constructing knowledge and applying it to problem-solving (Kamsurya & Masnia, 2021;
Klančar et al., 2021), leading to long-term memory retention. According to the questionnaire,
the most effective context for reducing ECL is the topics of parallelograms and kites, as
students quickly understand the given context and can identify information, allowing them
 Infinity Volume 13, No 1, February 2024, pp. 197-214 207

to move on to the next concept. The initial context of learning can positively influence the
learning process, making it more enjoyable and improving students' understanding of
mathematical concepts (Kamsurya & Masnia, 2021). On the other hand, the most difficult
context to understand and progress to the next activity is the topic of triangles, but once
students understand it, the optimization of triangle concept comprehension for definitions,
types, properties, and area and perimeter of triangles is better.
The mathematical formalization pattern produced to improve GCL (germane
cognitive load) is used as a syntax of learning and involves several activities: identifying
problems based on context, analyzing and making assumptions, applying modeling, and
translating into mathematical language. These activities are intended to improve student
learning outcomes, specifically in terms of improving their mathematical literacy. With the
learning activities detailed in mathematical formalization, students can experience and
understand the benefits of mathematics in daily life. When the activities begin by presenting
a context or productive question, the context is presented through a real-world situation that
is formulated abstractly (I1, E1) and then presented with intonation that is easy for students
to understand (E1). The process of conveying a context is then identified and organized by
previous mathematical knowledge that has been constructed to produce a complete
concept/topic that is easy to understand for a long time (G1). Therefore, mathematization
can be understood as a simple process of modeling phenomena mathematically, or in other
words, problems that arise from the real world are brought into a mathematical context to be
solved, and then the solution is returned to its original context.
Mathematization is an effort to connect informal mathematical knowledge that is
stimulated from real-world problem contexts to formal mathematical knowledge. Contextual
problems are described by students using informal language such as symbols that students
have discovered themselves and have not yet used formal mathematical symbols. The
informal mathematical language used by students is then developed into formal
mathematical language. This process bridges the gap from informal mathematical
knowledge to formal mathematical knowledge. Subsequently, students build formal
mathematical knowledge through the use of mathematical symbols and algorithms. The
problem-solving process occurs in line with the development of new formal mathematical
knowledge. Furthermore, the formal mathematical language is translated and reinterpreted
in the context of the real world (NCTM, 2000). The process of mathematization can be
simplified as a process of mathematizing the context or translating a context into
mathematical concepts. The process of mathematization occurs when the context can be
imagined by students and allows students to understand and work within the context using
the knowledge and experience they already have (Kamsurya & Masnia, 2021).
The main focus of GCL is to look at schema construction and subsequent automation
as the main goal of learning (Cooper, 1998). Schema construction involves processes such
as interpreting, exemplifying, classifying, concluding, distinguishing, and organizing
(Mayer & Moreno, 2003). Therefore, the learning design should try to stimulate and guide
students to be involved in schema construction and automation, in this way it is attempted
to improve GCL. Empirical test results show that there are differences in students' literacy
processes before and after treatment, both in the prototype and final phases. Based on
triangulation, it can be concluded that the resulting mathematization pattern is effective
because with the introduction at the beginning of the learning activity, which is filled with
giving context and productive questions that are suitable for real-world problems, students
can think and use the real-world problem to translate it into a mathematical problem which
we then seek a solution to. The mathematization pattern carried out during the learning
process can cause some students to have good communication skills (Laamena & Laurens,
2021).
208 Asmara et al., Developing patterns of students' mathematical literacy processes …

The learning patterns developed for the aspect of employing mathematical concepts,
facts, procedures, and reasoning based on cognitive load theory resulted in 3 patterns named
as application patterns, each consisting of one pattern for ICL (I2), ECL (E2), and GCL (G2).
The application patterns generated for managing ICL, reducing ECL are included in the
lesson plan and student worksheet. The generated application patterns are related to the
implementation and design of learning strategies, such as using mathematical tools to solve
problems, applying facts (modeling) or exploring information to construct concepts to
manage ICL. Learning strategies are the teacher's tactics to effectively, efficiently, and
optimize the function and interaction between students and learning components in a
learning activity to achieve learning and teaching objectives. The learning strategy used in
this study refers to the indicators of the application pattern.
The learning steps to manage ICL and reduce ECL are by using student worksheets
as a tool. The context in the student worksheet is related to the material to be discussed and
consistent with what has been discussed during the introduction, the images displayed are
always accompanied by relevant explanations and using language that is easy to understand
for 7th-grade students. The steps for working on the student worksheet are arranged starting
from the easiest to the most difficult, starting from the known to the unknown, so it is
effective for managing ICL and reducing ECL. The application pattern generated to increase
germane cognitive load (GCL) is used as syntax for learning activities and has several
details, namely: applying and designing strategies; applying facts (modeling) or exploring
information to construct concepts; and making generalizations. The learning steps/syntax as
a guide for students to solve problems (a guide for working on student worksheets).
The application pattern aims to improve learning skills to understand a concept, in
this way, it allows teachers to carry out learning with an approach and strategy according to
the speed and learning style of each student. When learning pays attention to the components
of cognitive load theory, it is possible to increase and effectively manage cognitive load in
students. For example, the study by Nuryadi and Khuzaini (2017) describes how good the
quality of mathematics learning devices produced based on CLT. One way to manage ICL
in learning is through tools, for example, the use of multimedia assistance so that it can
effectively reduce ECL and increase GCL for linear program material (Damayanti, 2013;
Safiah et al., 2023).
The application pattern focuses on learning strategies/steps that are carried out to find
solutions to mathematical problems. Based on triangulation, it is concluded that the
application pattern is effective because this pattern has learning steps that can produce many
alternative mathematical solutions to problems that have been expressed in the mathematical
pattern. The application pattern carried out during the learning process can improve
mathematical literacy processes in the mathematizing, representation, reasoning and
argument, devising strategies for solving problems, using symbolic, formal, and technical
language and operation, as well as using mathematical tools indicators.
The learning patterns developed for interpreting, applying, and evaluating
mathematical outcomes based on cognitive load theory result in three patterns named
reflection patterns, one pattern for ICL (I3), ECL (E3), and GCL (G3). The resulting
reflection patterns are transformed into learning devices in the form of lesson plans and
worksheets. The reflection patterns formed for interpreting, applying, and evaluating
mathematical outcomes have two indicators: evaluating the relationship between solutions
and problems, and understanding the level and limit of mathematical concepts and their
solutions. In the learning process to manage ICL and reduce ECL, discussions are
accompanied by pictures. The pictures presented in the reflection patterns are aided by
Geogebra.
 Infinity Volume 13, No 1, February 2024, pp. 197-214 209

With the Geogebra program, abstract mathematical objects can be visualized and
manipulated quickly and efficiently. The data shows that learning using the Geogebra
application is very helpful for students to understand a concept so that it can be stored in
long-term memory. This is in line with several studies that mention that learning using
Geogebra can improve learning outcomes because it can facilitate the learning of a concept
(Afrilianto et al., 2022; Tamur et al., 2023; Zetriuslita et al., 2020; Zetriuslita et al., 2021).
The learning media for the prototype phase use ICT to facilitate learning, while the final
phase uses Geogebra as its tool. The highest questionnaire score for the use of Geogebra as
a learning medium, based on data analyzed for the triangle material, is 99.27% of students
say that Geogebra is very helpful for clarifying material for understanding, types, and
properties of triangles, because Geogebra can be used to demonstrate or visualize
mathematical concepts and is a tool for constructing these concepts, and can improve
motivation to understand mathematical material, especially geometry and algebra (Bernard
& Sunaryo, 2020). With the Geogebra program, abstract mathematical objects can be
visualized and manipulated quickly and efficiently (Zetriuslita et al., 2020). The developed
patterns are very suitable and expected to provide an experience for students by involving or
engaging students in the learning process. This involvement is expected to occur mentally
and physically so that learning is more student-centered through student interactions with
other students or with teachers, the environment, and even other sources (Minarni &
Napitupulu, 2020; Nasution et al., 2021; Praekhaow et al., 2021).
The reflection pattern for improving GCL is used as the syntax of learning activities
and has several details: rechecking the generalization results; analyzing whether the
conclusions are relevant to the problem; identifying the suitability of the model used to solve
the problem; and reflecting and summarizing. The reflection pattern carried out during the
learning process can improve mathematical literacy processes in the indicators of devising
strategies for solving problems, using symbolic, formal, and technical language and
operations, and using mathematical tools.

4. CONCLUSION
Based on the research results, patterns of mathematical literacy process domains
were found using CLT. The process of mathematical literacy for formulating mathematical
situations using mathematical patterns was described. This process was conducted during
the aperception phase of the learning activity, where the learning activity was filled with
productive contexts and questions related to real-life problems. This enabled students to
think and use real-life problems to create mathematical problems, which could then be
solved. As a result, some students were able to develop good communication skills, which
is an indicator of the mathematical literacy process.
For the aspect of employing mathematical concepts, facts, procedures, and reasoning,
the pattern of application was observed, and an improvement in the process of mathematical
literacy was seen for indicators such as mathematizing, representation, reasoning, argument,
devising strategies for solving problems, using symbolic, formal, and technical language and
operation, as well as using mathematical tools.
Conversely, the identified pattern for the aspect of interpreting, applying, and
evaluating mathematical outcomes was referred to as "reflection." Under this pattern,
students were accustomed to having markers of the mathematical literacy process, including
developing strategies for problem-solving, using formal, technical, and symbolic language
and operations, and utilizing mathematical tools. As a result, students were capable of
generating genuine solutions to real-world problems by applying their knowledge acquired
through the process of studying mathematics.
210 Asmara et al., Developing patterns of students' mathematical literacy processes …

ACKNOWLEDGEMENTS
The authors would like to thank the Universitas Buana Perjuangan Karawang,
Universitas Negeri Semarang, Universitas Singaperbangsa Karawang, and Universitas
Ahmad Dahlan for giving us aresearch collaboration opportunity.

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