ANALISIS DESKRIPTIF PERSEPSI MAHASISSWA TERHADAP PETA KONSEP DAN RINGKASAN TEKS LINEAR DALAM MENDUKUNG DAYA INGAT
DOI:
https://doi.org/10.38048/jcm.v1i8.7338Keywords:
Anatomi dan Fisiologi Tubuh, Daya Ingat, Peta Konsep, Ringkasan Teks Linear, Sistem SarafAbstract
Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan persepsi mahasiswa terhadap penggunaan media Ringkasan Teks Linear dan Peta Konsep dalam mendukung daya ingat pada mata kuliah Anatomi dan Fisiologi Tubuh, khususnya materi Sistem Saraf. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif yang melibatkan 28 mahasiswa yang telah mempelajari materi Sistem Saraf dengan menerapkan kedua media belajar secara bertahap. Instrumen penelitian berupa angket terstruktur dengan skala Likert 1-4 yang mengukur indikator daya ingat, yaitu mengingat istilah, retensi jangka panjang, dan kemudahan recall, serta instrumen perbandingan langsung preferensi mahasiswa. Uji validitas dan reliabilitas instrumen menunjukkan bahwa seluruh butir pernyataan valid (r hitung > 0,374), dengan nilai Cronbach’s Alpha sebesar 0,834 untuk Ringkasan Teks Linear, 0,862 untuk Peta Konsep, dan 0,788 untuk instrumen perbandingan langsung. Hasil analisis menunjukkan bahwa Peta Konsep memperoleh rata-rata skor lebih tinggi pada indikator mengingat istilah penting (2,75 vs 2,68) dan ketahanan memori jangka panjang (2,61 vs 2,57), sementara Ringkasan Teks Linear memperoleh skor lebih tinggi pada kemudahan recall saat kuis mendadak (2,46 vs 2,43). Mayoritas mahasiswa (42,86%) menyatakan bahwa kedua media sama-sama mendukung daya ingat. Temuan ini mengindikasikan bahwa Peta Konsep dan Ringkasan Teks Linear bersifat komplementer, dengan Ringkasan Teks Linear lebih mendukung tahap awal pemahaman dan Peta Konsep lebih mendukung tahap konsolidasi memori.
References
Agarwal, P., Bhandari, B., Gupta, V., Panwar, A., & Datta, A. (2023). Applicability of concept maps to assess higher order thinking in the context of Indian medical education: An analytical study in the subject of physiology. Journal of Advances in Medical Education & Professionalism, 11(1), 24–33. https://doi.org/10.30476/JAMP.2022.95660.1653
Daley, B. J., Durning, S. J., & Torre, D. M. (2016). Using concept maps to create meaningful learning in medical education. MedEdPublish, 5(1), 19. https://doi.org/10.15694/mep.2016.000019
Daley, B. J., & Torre, D. M. (2010). Concept maps in medical education: An analytical literature review. Medical Education, 44(5), 440–448. https://doi.org/10.1111/j.1365-2923.2010.03628.x
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Allyn & Bacon.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327
Medjahed, N. (2026). Note-taking practices, challenges, and strategies in the university context. Journal of Languages and Translation, 6(1), 415–431. https://journals.univ-chlef.dz/index.php/jlt/article/view/1067
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. https://doi.org/10.3102/00346543076003413
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
Paivio, A. (1971). Imagery and verbal processes. Holt, Rinehart & Winston.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Lawrence Erlbaum Associates.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138. https://doi.org/10.1007/s10648-010-9128-5
Torre, D. M., Durning, S. J., & Daley, B. J. (2013). Twelve tips for teaching with concept maps in medical education. Medical Teacher, 35(3), 201–208. https://doi.org/10.3109/0142159X.2013.759644
Traylor, B., Fenner, E., Western, A., Seabold, B., Mool, A., Schmid, J., Johnston, T., Robinson, D., Kambhatla, A., Reddy, P. S., Thomas, W., Merriman, T., Benedict, P., Tischkau, S., Torry, D., Tobón, G. J., & Selinfreund, R. (2025). Concept mapping plays a complementary role in optimizing the effectiveness of interactive simulations in medical student learning of bacterial sepsis pathophysiology. Medical Science Educator, 35, 1537–1549. https://doi.org/10.1007/s40670-025-02348-1
Wieman, C. E. (2014). The similarities between research in education and research in the hard sciences. Educational Researcher, 43(1), 12–14. https://doi.org/10.3102/0013189X13520294
