Studi Pengaruh Intentional Learning dengan Metode Writing-to-Learn pada Kemampuan Recall
Abstrak
Penelitian ini dimaksudkan untuk membuktikan pengaruh intentional learning dengan metode writing-to-learn (WTL) pada kemampuan recall. Keberadaan prompt sebagai operasionalisasi WTL pada intentional learning berfungsi sebagai pengarah intensi kepada proses atensi yang lebih terfokus serta kemampuan recall yang meningkat. Penempatan instruksi menulis dan penggunaan writing prompt yang tepat dapat mengarahkan pada kegiatan belajar yang lebih efektif. Dilakukan eksperimen terhadap penempatan writing prompt dengan mengukur kemampuan recall hasil belajar. Terdapat 64 partisipan mahasiswa Psikologi yang dibagi ke dalam 2x2 nonequivalent between subject design, yaitu menulis “dengan prompt” dan “tanpa prompt” serta diberi tahu bahwa terdapat kegiatan menulis “sebelum” dan “sesudah” menonton video pembelajaran. Berdasarkan uji statistik Kruskal-Wallis, ditemukan bahwa terdapat perbedaan signifikan antarkelompok eksperimen (H(3) = 18.391, p < .00). Terdapat perbedaan signifikan pada kemampuan recall pada kedua kelompok menulis “dengan prompt” (z = -24.267, p < .05) serta pada kedua kelompok menulis “tanpa prompt” (z = 13.611, p < .05). Ditemukan bahwa perbedaan penempatan pemberitahuan kegiatan menulis serta penggunaan prompt dalam tulisan memengaruhi atensi partisipan yang berpengaruh pada kemampuan recall. Hal ini membuktikan bahwa terdapat pengaruh intentional learning dengan metode WTL pada kemampuan recall. Namun, prompt yang kurang familiar memunculkan orienting response sehingga hasil dari eksperimen ini perlu dibahas lebih lanjut.
Kata Kunci
Teks Lengkap:
PDFReferensi
Ahmed, S. (2017). Intentional Learning Vs Incidental Learning. Journal of Psychology & Clinical Psychiatry, 7(2)¬¬. https://doi.org/10.15406/jpcpy.2017.07.00426
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
Arnold, K. M., Umanath, S., Thio, K., Reilly, W. B., McDaniel, M. A., & Marsh, E. J. (2017). Understanding the cognitive processes involved in writing to learn. Journal of Experimental Psychology: Applied, 23(2), 115–127. https://doi.org/10.1037/xap0000119
Arslantas, Y., Yuceel, E., & Sayin, M. (2024). Strategizing against Q-learners: A Control-theoretical Approach. http://arxiv.org/pdf/2403.08906
Arzamarski, R., Isenhower, R. W., Kay, B. A., Turvey, M. T., & Michaels, C. F. (2010). Effects of intention and learning on attention to information in dynamic touch. Attention, Perception, & Psychophysics, 72(3), 721–735. https://doi.org/10.3758/app.72.3.721
Bartsch, L. M., Souza, A. S., & Oberauer, K. (2022, February 7). The benefits of memory control
processes in working memory: comparing effects of self-reported and instructed strategy use.
https://doi.org/10.31234/osf.io/fzmr3
Bergman Nutley, S., & Söderqvist, S. (2017). How is working memory training likely to influence academic performance? Current evidence and methodological considerations. Frontiers in Psychology, 8(69). https://doi.org/10.3389/fpsyg.2017.00069
Berthold, K., Nückles dkk, M., & Renkl, A. (2004). Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes. Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs. https://pub.uni-bielefeld.de/record/1991325
Bisley, J. W., & Goldberg, M. E. (2010). Attention, Intention, and Priority in the Parietal Lobe. Annual Review of Neuroscience, 33(1), 1–21. https://doi.org/10.1146/annurev-neuro-060909-152823
Blumschein, P. (2012). Intentional Learning. Encyclopedia of the Sciences of Learning, 1600–1601. https://doi.org/10.1007/978-1-4419-1428-6_37
Bouchrika, I. (2021). What is Information Processing Theory? Stages, Models & Limitations. Research.com. https://research.com/education/what-is-information-processing-theory
Borg, W. R., & Gall, M. D. (1989). Educational research. An introduction (5th ed.). White Plains, NY: Longman.
Bruya, B., & Tang, Y.-Y. (2021). Fluid Attention in Education: Conceptual and Neurobiological Framework. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.704443
Butterfuss, R., McCarthy, K. S., Orcutt, E., Kendeou, P., & McNamara, D. S. (2023). Identification of main ideas in expository texts: selection versus deletion. Reading and Writing. https://doi.org/10.1007/s11145-023-10431-5
Çeliköz, N., Erisen, Y., & Sahin, M. (2019). Cognitive Learning Theories with Emphasis on Latent Learning, Gestalt and Information Processing Theories. In ERIC (Vol. 9). https://eric.ed.gov/?id=ED598366
Cohen, L. (2007). (PDF) Research Methods in Education. ResearchGate. https://www.researchgate.net/publication/44824604_Research_Methods_in_Education
Chevalère, J., Cazenave, L., Wollast, R., Berthon, M., Martinez, R., Mazenod, V., Borion, M. C., Pailler, D., Rocher, N., Cadet, R., Lenne, C., Maïonchi-Pino, N., & Huguet, P. (2022). The influence of socioeconomic status, working memory and academic self-concept on academic achievement. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00599-9
Chmarkh, M. (2021). “Writing to Learn” Research: A Synthesis of Empirical Studies (2004-2019). European Journal of Educational Research, 10(1), 85–96. https://doi.org/10.12973/eu-jer.10.1.85
Craig, M., Butterworth, K., Nilsson, J., Hamilton, C. J., Gallagher, P., & Smulders, T. V. (2016). How does intentionality of encoding affect memory for episodic information? Learning & Memory, 23(11), 648–659. https://doi.org/10.1101/lm.041491.115
Craik, F. I. M. (2023). The role of intentionality in memory and learning: Comments on Popov and Dames (2022). Journal of Experimental Psychology: General, 152(1), 301–307. https://doi.org/10.1037/xge0001329
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/s0022-5371(72)80001-x
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268–294. https://doi.org/10.1037/0096-3445.104.3.268
Dames, H., & Popov, V. (2023). When does intent matter for memory? Bridging perspectives with Craik. PsyArXiv (OSF Preprints). https://doi.org/10.31234/osf.io/gwd4s
De Vita, F., Schmidt, S., Tinti, C., & Re, A. M. (2021). The Role of Working Memory on Writing Processes. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.738395
Esponda, I., Vespa, E., & Yuksel, S. (2024a). Mental Models and Learning: The Case of Base-Rate Neglect. the American Economic Review, 114(3), 752–782. https://doi.org/10.1257/aer.20201004
Esponda, I., Vespa, E., & Yuksel, S. (2024b). Mental Models and Learning: The Case of Base-Rate Neglect. the American Economic Review, 114(3), 752–782. https://doi.org/10.1257/aer.20201004
Feise, R. J. (2002). Do multiple outcome measures require p-value adjustment? BMC Medical Research Methodology, 2(1). https://doi.org/10.1186/1471-2288-2-8
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Fry, S., & Villagomez, A. (2012). Writing to Learn: Benefits and Limitations. College Teaching. https://scholarworks.boisestate.edu/cifs_facpubs/104/
Galbraith, D., & Baaijen, V. M. (2018). The Work of Writing: Raiding the Inarticulate. Educational Psychologist, 53(4), 238–257. https://doi.org/10.1080/00461520.2018.1505515
GarnerJr, S. B. (2018). Movement, Attention, and Intentionality. Springer EBooks, 109–144. https://doi.org/10.1007/978-3-319-91794-8_4
Gathercole, S. E., Lamont, E., & Alloway, T. P. (2006, January 1). Chapter 8 - Working Memory in the Classroom (S. J. Pickering, Ed.). ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/abs/pii/B9780125544658500107
Gere, A. R., Limlamai, N., Wilson, E., MacDougall Saylor, K., & Pugh, R. (2018). Writing and Conceptual Learning in Science: An Analysis of Assignments. Written Communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820
Giovanni, L. D. (2018). Husserl on Intentionality and Attention. Phänomenologische Forschungen 2018-2: Modes of Intentionality. Phenomenological and Medieval Perspectives, 2018(2), 81–98. https://doi.org/10.28937/1000108203
Grace Kim, Y.-S., Yang, D., Reyes, M., & Connor, C. (2021). Writing Instruction Improves Students’ Writing Skills Differentially Depending on Focal Instruction and Children: a Meta-Analysis for Primary Grade Students. Educational Research Review, 34, 100408. https://doi.org/10.1016/j.edurev.2021.100408
Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis. Review of Educational Research, 90(2), 179–226. https://doi.org/10.3102/0034654320914744
Haubrich, J., Bernabo, M., & Nader, K. (2020). Noradrenergic projections from the locus coeruleus to the amygdala constrain fear memory reconsolidation. ELife, 9, e57010. https://doi.org/10.7554/eLife.57010
Hübner, S., Nückles dkk, M., & Renkl, A. (2006). Prompting Cognitive and Metacognitive Processing in Writing-to-Learn Enhances Learning Outcomes. Semantic Scholar. https://www.semanticscholar.org/paper/Prompting-Cognitive-and-Metacognitive-Processing-in-H%C3%BCbner-N%C3%BCckles/aa2dc703b842581671219c7446d00bebb1101db9
Ismırawatı, N., Corebıma, A. D., Zubaıdah, S., & Syamsurı, İ. (2018). ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability. Eurasian Journal of Educational Research, 18(77), 19–34. https://dergipark.org.tr/en/pub/ejer/issue/42545/512694
Johnson, A., & Proctor, R. W. (2004). Attention: Theory and Practice. In Google Books. SAGE. https://books.google.co.id/books?id=YTAoEX4LiAUC&printsec=frontcover&hl=id&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2014). A Cognitive View of Reading Comprehension: Implications for Reading Difficulties. Learning Disabilities Research & Practice, 29(1), 10–16. https://doi.org/10.1111/ldrp.12025
Kim, S., Yang, J. W., Lim, J., Lee, S., Ihm, J., & Park, J. (2021). The impact of writing on academic performance for medical students. BMC Medical Education, 21(1), 61. https://doi.org/10.1186/s12909-021-02485-2
Kimmel, H. D., Olst, V., Orlebeke, J. F., & North. (2021). The orienting reflex in humans : an international conference sponsored by the scientific affairs division of the North Atlantic Treaty Organization. Routledge.
Kirvelis, D., & Vanagas, V. (2015). Sokolov’s Neural Model of Stimuli as Neuro-Cybernetic Approach to Anticipatory Perception. Cognitive Systems Monographs, 383–393. https://doi.org/10.1007/978-3-319-19446-2_23
Kochhann, R., Beber, B. C., Ferreira, P., Holz, M. R., Ruschel, R., Pádua, A. C. de, Godinho, C. da C., Izquierdo, I., & Chaves, M. L. F. (2020). The effect of intentionality on verbal memory assessment over days. Dementia & Neuropsychologia, 14(4), 366–371. https://doi.org/10.1590/1980-57642020dn14-040006
Lehmann, T. (2024). Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration. Instructional Science. https://doi.org/10.1007/s11251-023-09655-3
Lyytinen, H., Naatanen, R., Sokolov, E. N., & Spinks, J. (2002). The Orienting Response in Information Processing. https://doi.org/10.4324/9781410601490
Marks, L., Lu, H., Chambers, T., Finkenstaedt-Quinn, S., & Goldman, R. S. (2022). Writing-to-learn in introductory materials science and engineering. MRS Communications, 12(1), 1–11. https://doi.org/10.1557/s43579-021-00114-z
Maximilien Labaronne, Ferreri, L., & Plancher, G. (2023). How do intentions modulate the effect of working memory on long-term memory? Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-023-02381-4
McCrudden, M. T., Magliano, J. P., & Schraw, G. (2010). Exploring how relevance instructions affect personal reading intentions, reading goals and text processing: A mixed methods study. Contemporary Educational Psychology, 35(4), 229–241. https://doi.org/10.1016/j.cedpsych.2009.12.001
Meiran, N., Liefooghe, B., & De Houwer, J. (2017). Powerful Instructions: Automaticity Without Practice. Current Directions in Psychological Science, 26(6), 509–514. https://doi.org/10.1177/0963721417711638
Mundorf, A. M. D., Uitvlugt, M. G., & Healey, M. K. (2022). Does depth of processing affect temporal contiguity? Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-022-02112-1
Myers, D. G., & DeWall, C. N. (2015). Psychology in Modules. In Google Books. Macmillan Higher Education. https://books.google.co.id/books/about/Psychology_in_Modules.html?id=vUxQBgAAQBAJ&redir_esc=y
Nader, K. (2015). Reconsolidation and the Dynamic Nature of Memory. 1–20. https://doi.org/10.1007/978-3-319-24364-1_1
Nevid, J. S., Pastva, A., & McClelland, N. (2012). Writing-to-Learn Assignments in Introductory Psychology. Teaching of Psychology, 39(4), 272–275. https://doi.org/10.1177/0098628312456622
Nückles dkk, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review, 32. https://doi.org/10.1007/s10648-020-09541-1
Oberauer, K. (2019). Working Memory and Attention – A Conceptual Analysis and Review. Journal of Cognition, 2(1). https://doi.org/10.5334/joc.58
Oberauer, K., & Greve, W. (2021). Intentional remembering and intentional forgetting in working and long-term memory. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001106
Plessis, E. D. (1994). Recognition versus recall. Journal of Advertising Research. https://www.semanticscholar.org/paper/Recognition-versus-recall-Plessis/49bd77bba91f21ff4126b3c258067aa8a596a9e8
Popov, V., & Dames, H. (2022). Intent matters: Resolving the intentional versus incidental learning paradox in episodic long-term memory. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001272
Popov, V., & Reder, L. M. (2020). Frequency effects on memory: A resource-limited theory. Psychological Review, 127(1), 1–46. https://doi.org/10.1037/rev0000161
Rapp, D. N., & Kendeou, P. (2007). Revising what readers know: Updating text representations during narrative comprehension. Memory & Cognition, 35(8), 2019–2032. https://doi.org/10.3758/bf03192934
Ravit Golan Duncan, & Chinn, C. A. (2021). International Handbook of Inquiry and Learning. Routledge.
Reigeluth, Charles & Stein, F.. (1983). The elaboration theory of instruction (19).
Rothman, K. J. (1990). No adjustments are needed for multiple comparisons. Epidemiology (Cambridge, Mass.), 1(1), 43–46. https://pubmed.ncbi.nlm.nih.gov/2081237/
Rowland CA, Bates LE, Delosh EL. On the reliability of retrieval-induced forgetting. Front Psychol. 2014;5:1343. doi:10.3389/fpsyg.2014.01343
Sugiyono, S. (2016). Metode penelitian kuantitatif, kualitatif, R&D. Bandung: Alfabeta, 1-11.
Schmidt-McCormack, J. A., Judge, J. A., Spahr, K., Yang, E., Pugh, R., Karlin, A., Sattar, A., Thompson, B. C., Gere, A. R., & Shultz, G. V. (2019). Analysis of the role of a writing-to-learn assignment in student understanding of organic acid–base concepts. Chemistry Education Research and Practice, 20(2), 383–398. https://doi.org/10.1039/c8rp00260f
Schwabe, L., Nader, K., & Pruessner, J. C. (2014). Reconsolidation of Human Memory: Brain Mechanisms and Clinical Relevance. Biological Psychiatry, 76(4), 274–280. https://doi.org/10.1016/j.biopsych.2014.03.008
Serences, J. T., & Kastner, S. (2014). A Multi-level Account of Selective Attention. In A. C. (Kia) Nobre & S. Kastner (Eds.), Oxford Handbooks Online. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199675111.013.022
Snyder, K. A., & Torrence, C. M. (2008). Habituation and Novelty. Elsevier EBooks, 51–63. https://doi.org/10.1016/b978-012370877-9.00074-8
Sokolov. (1963). Perception And The Conditioned Reflex. In Internet Archive. https://archive.org/details/sokolov-perception-and-the-conditioned-reflex/page/n3/mode/2up
Srinivasa, K. G., Muralidhar Kurni, & Kuppala Saritha. (2022). Learning, Teaching, and Assessment Methods for Contemporary Learners. Springer Nature.
Taylor, T. L., & Hamm, J. P. (2021). Intention matters more than attention: Item-method directed forgetting of items at attended and unattended locations. Attention, Perception, & Psychophysics. https://doi.org/10.3758/s13414-020-02220-x
Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological Research, 78(6), 852–868. https://doi.org/10.1007/s00426-013-0537-1
Umejima, K., Ibaraki, T., Yamazaki, T., & Sakai, K. L. (2021). Paper Notebooks vs. Mobile Devices: Brain Activation Differences During Memory Retrieval. Frontiers in Behavioral Neuroscience, 15. https://doi.org/10.3389/fnbeh.2021.634158
Watts, F. M., Park, G. Y., Petterson, M. N., & Shultz, G. V. (2022). Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment. Chemistry Education Research and Practice, 23(2), 486–507. https://doi.org/10.1039/D1RP00301A
Wieber, F., Thürmer, J. L., & Gollwitzer, P. M. (2015). Promoting the translation of intentions into action by implementation intentions: behavioral effects and physiological correlates. Frontiers in Human Neuroscience, 9. https://doi.org/10.3389/fnhum.2015.00395
Wouter Hulstijn. (2021). Selective Attention and the Orienting Response. Routledge EBooks, 557–564. https://doi.org/10.4324/9781003171409-36
Zhang, D., Hyönä, J., Cui, L., Zhu, Z., & Li, S. (2019). Effects of task instructions and topic signaling on text processing among adult readers with different reading styles: An eye-tracking study. Learning and Instruction, 64, 101246. https://doi.org/10.1016/j.learninstruc.2019.101246
DOI: https://doi.org/10.24198/jpsp.v8i2.54584
Refbacks
- Saat ini tidak ada refbacks.
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##
Jurnal ini terideks di:
