Isnanik Juni Fitriyah, Andik Wahyun Muqoyyidin, Sony Yunior Erlangga, Rif'atul Himmah
Context and relevance. Working memory plays a vital role in students’ cognitive ability, especially when solving scientific puzzles. The ability to store and manipulate information is crucial for acquiring knowledge and finding solutions to issues in science. Objective. This research aims to examine the relationship between working memory capacity and students’ intellectual abilities when solving science problems. Hypothesis. There is a positive correlation between pupils’ working memory capacity and their capability to solve intricate science puzzles, impacted by cognitive load and individual variances in working memory. Methods and materials. A systematic review of empirical research was conducted using databases such as Scopus, Web of Science, and ERIC. The review included 26 studies published between 2019 and 2024. Studies with quantitative, qualitative, and mixed-methods approaches were selected, and triangulation analysis was applied to synthesize findings across different research methodologies and educational contexts. Results. The results demonstrate a beneficial correlation between working memory capacity and the power to solve science mysteries. Heavy cognitive load negatively affects working memory performance and learning outcomes. Conclusions. This analysis emphasizes the importance of working memory in science education. Teaching strategies should consider working memory capacity to enhance learning results, with interventions like cognitive training and problem-based studying. Further studies should focus on optimizing working memory in science curricula. © Fitriyah I.J., Muqoyyidin A.W., Erlangga S.Y., Himmah R., 2026.
Study Program of Science Education, Faculty of Mathematics and Science, Universitas Negeri Malang, Malang, Indonesia; Study Program of Islamic Education, Faculty of Islamic Religion, Universitas Pesantren Tinggi Darul Ulum, Jombang, Indonesia; Study Program of Physics Education, Faculty of Excellence and Educational Sciences, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia; Study Program of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
