PENGARUH METODE DUAL-CODING TERHADAP LONG-TERM MEMORY MAHASISWA

Abstract

The purpose of this study was to determine whether there was an effect of the dual-coding method on college students' long-term memory. This research is a type of quantitative research using posttest-only control group design experimental research methods and independent sample t-test analysis techniques. The participants used in this study were 32 students (16 students entered the control group and 16 students entered the experimental group). LTM is measured by displaying a concrete word display. The control group will be shown a display containing only words, while the experimental group will be shown a display containing images and words. Each word will be displayed for 30 seconds. Then, dual-coding was measured by showing two different types of displays of 10 concrete nouns. The results showed that there was no significant difference between the two groups with t(30) =-1.212, p = 0.117 (p > 0.05), d =-0.429. These results also mean that there is no effect of the dual-coding method on college students' long-term memory due to the primary effect, divided attention, information entering into the episodic buffer, mood, ability to control memory, and the environment.