Intrinsic Cognitive Load of Students in Solving Problems Linear Program

机译：求解问题的学生内在认知负荷线性计划

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摘要

This research aims to describe the intrinsic cognitive load of students to solve linear program problems. This research employed qualitative method with a descriptive approach. This research subject is students with incomplete problem-solving steps. The intrinsic cognitive load of students was known based errors and difficulties experienced by students when solving programs linear. The study found that students experienced a burden cognitive intrinsic in solving problems of linear programs that were characterized by existence difficulties and errors in students. Students had difficulties in understanding problems, determining symbols, determining objective functions, determining mathematical models, determining equation of line, draw a graph, and determining the maximum value.

机译：本研究旨在描述学生的内在认知负荷，以解决线性计划问题。本研究采用了具有描述性方法的定性方法。这项研究主题是解决问题的学生解决问题。在解决程序线性时，学生的内在认知负荷是基于知名的基于学生所经历的错误和困难。该研究发现，学生在解决以存在困难和学生错误的线性计划的问题中遇到了负担认知内在。学生在理解问题中具有困难，确定符号，确定目标函数，确定数学模型，确定线路的确定等式，绘制图形，并确定最大值。

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《International Conference on Mathematics and Sciences Education》|2020年|1 volume (various pagings) :|共7页
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作者
Erry Hidayanto; Aulia Nadia Sari;
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中图分类 O1-532;
关键词
Intrinsic Cognitive Load; Solving Problems; Linear Program;

机译：内在认知载荷;解决问题;线性计划;

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4. Intrinsic Cognitive Load of Students in Solving Problems Linear Program [C] . Erry Hidayanto, Aulia Nadia Sari International Conference on Mathematics and Sciences Education . 2020

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7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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Intrinsic Cognitive Load of Students in Solving Problems Linear Program

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