Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
KARYA TULIS AKHIR
PENGARUH BRAIN TRAINING TERHADAP ATENSI PADA
MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS
MUHAMMADIYAH MALANG
Oleh:
Aditya Mahendra Putra
201510330311139
UNIVERSITAS MUHAMMADIYAH MALANG
FAKULTAS KEDOKTERAN
2019
ii
HASIL PENELITIAN
PENGARUH BRAIN TRAINING TERHADAP ATENSI PADA
MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS
MUHAMMADIYAH MALANG
KARYA TULIS AKHIR
Diajukan kepada
Universitas Muhammadiyah Malang
untuk Memenuhi Salah Satu Persyaratan
dalam Menyelesaikan Program Sarjana
Fakultas Kedokteran
Oleh:
Aditya Mahendra Putra
201510330311139
UNIVERSITAS MUHAMMADIYAH MALANG
FAKULTAS KEDOKTERAN
2019
iii
]
iv
v
vi
KATA PENGANTAR
Segala puji bagi Allah SWT atas segala rahmat dan hidayah-Nya, shalawat
serta salam terlimpahkan kepada Nabi Muhammad SAW, keluarga dan para
sahabatnya. Syukur alhamdulillah, penulis telah berhasil menyelesaikan karya
tulis akhir yang berjudul “ Pengaruh Brain Training Terhadap Atensi Pada
Mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Malang”.
Dalam penyelesaian karya tulis akhir ini penulis ingin mengucapkan
terima kasih yang tak terhingga kepada :
1. Dr. dr. Meddy Setiawan, Sp.PD, FINASIM selaku Dekan Fakultas
Kedokteran Universitas Muhammadiyah Malang.
2. dr. Moch. Ma’roef, Sp.OG selaku Wakil Dekan I Fakultas Kedokteran
Universitas Muhammadiyah Malang dan selaku dosen wali penulis yang
selalu memberikan pelajaran berharga bagi penulis.
3. dr. Sri Adila Nurainiwati, Sp.KK selaku Wakil Dekan II Fakultas Kedokteran
Universitas Muhammadiyah Malang.
4. dr. Indra Setiawan, Sp.THT-KL selaku Wakil Dekan III Fakultas Kedokteran
Universitas Muhammadiyah Malang.
5. dr. Moh Bahrudin, Sp.S selaku pembimbing pertama atas bimbingan,
dukungan, dan saran yang telah diberikan dalam penyusunan karya tulis akhir
ini.
6. dr. Hanna Cakrawati, M.Biomed selaku pembimbing kedua atas bimbingan,
dukungan, dan saran yang telah diberikan dalam penyusunan karya tulis
akhir.
vii
7. dr. Iwan Sis Indrawanto, Sp.KJ selaku penguji atas bimbingan, dukungan,
dan saran yang telah diberikan dalam penyusunan karya tulis akhir ini.
8. Mbak Deva dan Mas Abdullah yang telah membantu penulis dalam analisis
data melaksanakan uji hasil penelitian.
9. Mbak Patmawati, S.Pd, Mas Nyono Putra Rusman, S.Pd, Mas
Miftachurohman, Amd.Kim, Bapak Drs. Joko Trisilo Wahono selaku Staf
Laboratorium Biomedik dan Farmakologi yang telah membantu penulis
dalam pelaksanaan penelitian.
10. Bu Hj. Sri Endah, Mbak Nuke Yuni Astari, SE, Mbak Citra Lestari, S.Ikom,
Mas Joko Febriantoro, S.Ikom, Pak Heriyanto, dan Mas Burhanudin Jauhari,
SE selaku Staf Tata Usaha yang telah membantu penulis dalam mengurus
administrasi dan penyelesaian KTA.
11. Guru dan dosen pengajar FK UMM yang telah memberikan bekal ilmu
pengetahuan dan nasehat dunia dan akhirat.
12. Ibu, Ibu, Ibunda Yulia Nanik dan Ayahanda Hendra Gunalan yang selalu
memberi semangat dan bersedia menjadi tempat bersandar dan motivator
utama bagi penulis .
13. dr. Ditha Yusdiyanti dan Adni Pratiwi yang sudah memberikan inspirasi dan
membantu penelitian penulis.
14. Keluarga besar Laboratorium skill FK UMM yang sudah mengajarkan
penulis banyak hal dan memberi semangat bagi penulis untuk menyelesaikan
KTA.
viii
15. TFLS grup yang senantiasa menemani penulis dan berbagi cerita dengan
penulis mulai dari tahun 2013 hingga maut yang akan memisahkan, semoga
kalian sukses dengan cara kalian masing-masing.
16. PUBG squad Aditya Muhammad Ibrahim, Bayu Destiawan, Bima Mahardika
Aji, Divi Aditya, Moh Nurul Jadid, Naufal Ryandi, Rasyid Ridho yang
membantu penelitian penulis dan membantu penulis mencapai rank ace.
Semoga kita bisa conqueror pada season selanjutnya.
17. Player Musiman yang senantiasa menemani dikala suka dan duka serta tak
segan mengingatkan penulis untuk menyelesaikan penelitian tepat waktu dan
tak hentinya memberi dukungan bagi penulis.
18. Keluarga besar BEM FK UMM yang sudah seperti keluarga dan menjadi
tempat ketika penulis merasa di titik terendah dan tak hentinya memberikan
semangat bagi penulis.
19. Sejawat dan keluarga besar Metacarpal 2015 yang tetap erat jalinan
kekeluargaan mulai dari pesmaba tahun 2015 hingga sekarang, semoga kalian
selalu sehat dan sukses walaupun kita terpisah gelombang coass.
Karya tulis akhir ini masih jauh dari kesempurnaan, penulis mohon maaf
yang sebesar-besarnya dan mengharapkan saran dan kritik yang membangun.
Semoga karya tulis ini dapat menambah wawasan dan bermanfaat bagi semua
pihak.
Malang, Juli 2019
Penulis
xi
Daftar Isi LEMBAR PENGESAHAN ............................................................................ iii
PERNYATAAN ORISINALITAS .................................................................. iv
LEMBAR PENGUJIAN .................................................................................. v
KATA PENGANTAR ..................................................................................... vi
ABSTRAK ....................................................................................................... ix
ABSTRACT ....................................................................................................... x
DAFTAR ISI ................................................................................................... xi
DAFTAR GAMBAR ...................................................................................... xiv
DAFTAR TABEL ........................................................................................... xv
DAFTAR SINGKATAN ................................................................................ xvi
DAFTAR LAMPIRAN ................................................................................... xvii
BAB 1 ......................................................................................................................... 1
PENDAHULUAN .............................................................................................................. 1
1.1. LATAR BELAKANG ............................................................................................. 1
1.2 RUMUSAN MASALAH .......................................................................................... 3
1.3. TUJUAN PENELITIAN .......................................................................................... 3
1.3.1 Tujuan Umum .................................................................................................... 3
1.3.1 Tujuan Khusus ................................................................................................... 3
1.4. MANFAAT PENELITIAN...................................................................................... 3
1.4.1 Manfaat bagi peneliti ......................................................................................... 3
1.4.2 Manfaat bagi ilmu pengetahuan ......................................................................... 3
1.4.3 Manfaat bagi masyarakat ................................................................................... 3
BAB 2 ................................................................................................................................. 4
TINJAUAN PUSTAKA ..................................................................................................... 4
2.1 Definisi brain training .............................................................................................. 4
xii
2.2 Atensi ........................................................................................................................ 6
2.2.1 Definisi atensi .................................................................................................... 6
2.2.2 Jenis atensi ......................................................................................................... 7
2.2.2.1 Divided Attention .......................................................................................... 7
2.2.2.2 Selective Attention ........................................................................................ 8
2.2.2.3 Sustained Attention ....................................................................................... 8
2.2.2.4 Alternating Attention .................................................................................... 9
2.2.3 Faktor yang memengaruhi atensi ....................................................................... 9
2.2.3.1 Usia ............................................................................................................... 9
2.2.3.2 Jenis kelamin .............................................................................................. 10
2.2.3.3 Kebutuhan biologis ..................................................................................... 10
2.2.3.4 Aktivitas fisik.............................................................................................. 10
2.2.3.5 Gangguan psikiatri ...................................................................................... 10
2.2.3.6 Gangguan otak ............................................................................................ 11
2.3 Definisi The Stroop Test ........................................................................................... 11
2.4 Definisi remaja ......................................................................................................... 13
BAB 3 ............................................................................................................................... 16
KERANGKA KONSEP DAN HIPOTESIS ..................................................................... 16
3.1 Kerangka Konsep .................................................................................................... 16
3.2 Hipotesis ................................................................................................................. 17
BAB 4 ............................................................................................................................... 18
MTODE PENELITIAN .................................................................................................... 18
4.1 Jenis dan Rancangan Penelitian .............................................................................. 18
4.2 Lokasi dan Waktu Penelitian .................................................................................. 18
4.3 Populasi dan Sampel ............................................................................................... 18
4.3.1 Populasi ............................................................................................................ 18
4.3.2 Sampel .............................................................................................................. 18
4.3.3 Besar Sampel ................................................................................................... 18
4.3.4 Tehnik Pengambilan Sampel ........................................................................... 19
4.3.5 Karakteristik Sampel Penelitian ....................................................................... 20
4.3.5.1 Kriteria Inklusi .............................................................................................. 20
4.3.5.2 Kriteria Eksklusi ........................................................................................... 20
4.3.6 Variabel Penelitian ........................................................................................... 20
xiii
4.3.6.1 Variabel bebas ............................................................................................... 20
4.3.6.2 Variabel terikat .............................................................................................. 20
4.3.6.3 Variabel kontrol ............................................................................................ 20
4.3.7 Definisi operasional variabel ........................................................................... 21
4.4 Alat dan Bahan ........................................................................................................ 22
4.5 Prosedur Penelitian ................................................................................................. 22
4.6 Analisis Data ........................................................................................................... 23
4.7 Jadwal & Alur Penelitian ........................................................................................ 24
4.7.1 Alur Penelitian ................................................................................................. 24
4.7.2 Jadwal Penelitian.............................................................................................. 25
BAB 5 ............................................................................................................................... 26
5.1 Pembahasan............................................................................................................. 26
5.1.1 Tabel deskriptif sampel .................................................................................... 26
5.1.2 Hasil banding kelompok terikat dan kontrol .................................................... 27
5.2 Analisis data ............................................................................................................ 27
BAB 6 ............................................................................................................................... 29
6.1 Pembahasan............................................................................................................. 29
BAB 7 ............................................................................................................................... 32
7.1 Kesimpulan ............................................................................................................. 32
7.2 Saran ....................................................................................................................... 32
DAFTAR PUSTAKA ....................................................................................................... 33
33
DAFTAR PUSTAKA
Abdulrahman AT, Fahad AS, Abdullah AZ, Fahad AK, Khalid AR, Iqbal M,
Bashir S, 2018, Brain Training Games Enhance Cognitive Function in
Healthy Subjects, Med Sci Monit Basic Res, 24, pp.63–69.
Abundis GA, Checa P, Castellanos C, Rueda MR, 2014, Electrophysiological
correlates of attention networks in childhood and early adulthood,
Neuropsychologia, 57, pp.78–92.
Bappenas, 2013, 2018, Jumlah Penduduk Indonesia Mencapai 265 Juta Jiwa,
https://databoks.katadata.co.id/datapublish/2018/05/18/2018-jumlah-
penduduk-indonesia-mencapai-265-juta-jiwa, 25 Maret 2019 (12:30).
Birda AM, Kamid, Rusid M, 2016, Proses Atensi Pengetahuan Pada Siswa
Attention Deficit Hyperactivity Disorder (ADHD) Dalam Memecahkan
Masalah Matematika Materi Aritmetika Sosial, Edu-Sains, 5(1), pp.10-19.
Bridewell W, Bello PF, 2016, A Theory of Attention for Cognitive Systems, Navy
Center for Applied Research in Artificial Intelligence, Naval Research
Laboratory, Washington.
Brugnolo A, De Carli F, Accardo J, Amore M, Bosia LE, Bruzzaniti C, 2015, An
updated Italian normative dataset for the Stroop color word test
(SCWT). Neurol. Sci, 37, pp.365–372.
Clara DA, 2005, Intrusive thoughts in clinical disorder: Theory, research, and
treatment, Guilford Press, New York.
Dahlan, Sopiyudin M. 2013. Besar Sampel dan Cara Pengambilan Sampel.
Jakarta:
Salemba Medika
Damawati NAC, Yanti WA, 2013, Perkembangan Psikologi Kognitif Attension
(Atensi), Makalah Pascasarjana Jurusan Pendidikan IPA, Universitas
Pendidikan Indonesia, Bandung.
Demarin V, Morovic S, Béné R, 2014, Neuroplasticity, Periodicum Biologorum,
116(2), pp.209–211.
Fernandes J, Arida RM, Gomez-Pinilla F, 2017, Physical exercise as an
epigenetic modulator of brain plasticity and cognition, Neurosci Biobehav
Rev, 80, pp. 443-456.
Fernandez A, Goldberg E, 2009, The Sharp Brains Guide To Brain Fitness : 18
Interviews With Scientist, Practical Advice, And Product Reviews, To
Keep Your Brain Sharp, SharpBrains, UK.
34
Harris HB, Cortina KS, Templin T, Colabianchi N, Chen W, 2018, Impact of
Coordinated-Bilateral Physical Activities on Attention and Concentration
in School-Aged Children, Hindawi.
Headway Brain Injury Services & Support, 2016, Living with changes in your
attention and concentration, United Kingdom.
Infodatin, 2015, Pembinaan Kesehatan Olahraga Di Indonesia, Kementerian
Kesehatan RI.
Kementerian Kesehatan, Badan Penelitian dan Pengembangan, 2012, Riset
Kesehatan Dasar 2012, Jakarta.
Krecar IM, Kolega M, Kunac SF, 2014, The Effects of Drinking Water on
Attention, Social and Behavioral Sciences, 159, pp.577-583.
Liu G HP, Fan J, Wang K. Gender Differences Associated with Orienting
Attentional Networks in Healthy Subjects, Chinese Medical Journal,
126(23), pp.08-12.
Mandolesi L, Polverino A, Montuori S, Foti F, Ferraioli G, Sorrentino P,
Sorrentino G, 2018, Effect Of Physical Exercise Cognitive Functioning
And Wellbeing : Biological And Psychological Benefit, Frontiers in
psychology, 9(509), pp.1-11.
Marpaung MG, Sareharto TP, Purwanti A, Hermawati D, 2017, Brain Gym To
Increase Academic Performance Of Children Aged 10-12 Years Old (
Experimental Study in Tembalang Elementary School and Pedalangan
Elementary School Semarang), IOP Conf. Series: Earth and
Environmental Science 55 (2017) 012017.
Maslim R, 2013, Diagnosis Gangguan Jiwa, Rujukan Ringkas PPDGJ-III dan
DSM-5, cetakan 2, Bagian Ilmu Kedokteran Jiwa FK Unika Atma Jaya,
Jakarta.
Matlin MW, 2009, Cognitive Psychology, 7th edn, John Wiley and Sons Inc,
Asia.
MacLeod CM, 2015, The Stroop Effect, In : Luo dan Ronnier (Ed.), Encyclopedia
of Color Science and Technology, Springer Science+Business Media, New
York, pp.1-6.
McLaughlin PM, Curtis AF, Branscombe-Caird LM, Comrie JK, Murta SJE,
2018, The Feasibility and Potential Impact of Brain Training Games on
Cognitive and Emotional Functioning in Middle-Aged Adults, Games
Health J, 7(1), pp.67-74.
Menteri Kesehatan Indonesia, 2014, Peraturan Menteri Kesehatan RI Nomor 25
Tahun 2014 Tentang Upaya Kesehatan Anak, Jakarta.
Muizudin, 2015, Plastisitas Cerebral Cortex: Peristiwa Neuronal, Belajar
Cognitive dan Adaptasi, Prosiding Seminar Nasional Pendidikan Biologi
35
2015, yang diselenggarakan oleh Prodi Pendidikan Biologi FKIP
Universitas Muhammadiyah Malang, Malang.
Mulyana OP, Izzati UA, Rahmasari D, 2013, Penerapan Relaksasi Atensi Untuk
MeningkatkanKonsentrasi Belajar Pada Siswa Smk, Jurnal Psikologi:
Teori & Terapan, 3(2), pp.103-112.
National Institute of Mental Health , U.S. Department of Health and Human
Services. (T.T), 2013, Obsessive-Compulsive Disorder: When unwanted
thoughts take over, http://www. nimh.nih.gov/ health/publications/
obsessive-compulsive-disorder-when-unwanted-thoughts-take-over/ocd-
trifold.pdf, 10 April 2019 (09:00).
Nouchi R, Taki Y, Takeuchi H, Hashizume H, Akitsuki Y, Shigemune Y,
Sekiguchi A, Kotozaki Y, Tsukiura T, Ymogida Y, Kawashima R, Brain
Training Game Improves Executive Functions and Processing Speed in
the Elderly: A Randomized Controlled Trial, PLoS ONE,7, pp.1-9.
Oliveira CR, Pedron AC, Gurgel LG, Reppold CT, Fonseca RP, Executive
functions and sustained attention, Dement Neuropsychol, 6(1), pp.29-34.
Piech RM, Pastorino MT, Zald DH, 2010, All I saw was the cake. Hunger effects
on attentional capture by visual food cues, Appetite, 54, pp.579-582.
Posner MI, Rothbart MK, 2007, Research on attention networks as a model for
integration of psychological science, Annual Review of Phychology, 58,
pp.1-23.
Raz A, 2004, Anatomy of Attentional Networks, The Anatomical Record, 281b,
pp.21–36.
Rosario, Joan, Lina, 2015, Cognitive Neuroscience of Attention From brain
mechanisms to individual differences in efficiency, AIMS Neuroscience,
2(4), pp.183–202.
Salo, Emma, 2017, Brain Activity During Selective And Divided Attention,
Academic Dissertation, University Of Helsinki Department of Psychology
and Logopedics, Faculty of Medicine, Finland.
Santrock JW, 2011, Perkembangan Masa Hidup Edisi Ketigabelas Jilid I,
Erlangga, Surabaya.
Scarpina F, Tagini S, 2017, The Stroop Color And Word Test, Front Psychology,
8, pp.557.
Schmiedek F, Lovden M, Lindenberger U, 2010, Hundred Days Of Cognitive
Training Enhance Broad Cognitive Abilities In Adulthood : Findings
From The COGITO Study, Front Aging Neurosci, 2, pp.27
Simons DJ, Boot WR, Charness N, Gathercole SE, Chabris CF, Hambrick DZ,
Morrow EALS, 2016, Do “Brain-Training” Programs Work?,
Psychological Science, 17(3), pp.103–186.
36
Sujana IBG, 2018, Efek Anestesia Umum Terhadap Neuroplastisitas Pasien
Pediatrik, Program Studi Ilmu Anastesi Dan Reanimasi Fakultas
Kedokteran Universitas Udayana Denpasar, Bali
Suresh KP, Chandrashekara S, 2012, Sample size estimation and power analysis
for clinical research studies, Journal of Human Reproductive Sciences,
5(1), pp.7-13
Tang YY, Posner MI, 2014, Training brain networks and states, Cell Press, 18(7),
pp.345-350.
University of Utah Genetic Science Learning Center, 2016, Stroop Test, Utah.
Watzl S, 2011, The Nature of Attention, Philosophy Compass, 6(11), pp.842-853.
Waldrop-Valverde D, Ownby RL, Jones DL, Sharma S, Nehra R, Kumar AM,
2015, Neuropsychological test performance among healthy persons in
northern India: development of normative data, J. Neurovirol, 21, 433–
438.
World Health Organization (WHO), 2015, Adolescent Development: Topics at
Glance,
http://www.who.int/maternal_child_adolescent/topics/adolescence/dev/en/
#, 8 April 2019 (14:00).
Yusdiyanti D, Hardian, Sumekar TA, 2017, Pengaruh Brain Training Terhadap
Memori Diukur Dengan Scenery Picture Memory Test, Jurnal Kedokteran
Diponegoro, 6(2), pp.460-469.
Zanto TP, Gazzaley A, 2014, Attention And Ageing, In : Nobre AC dan Kastner
Sabine, The Oxford Handbook of Attention, Oxford, pp.927-971.
Zimmermann N, Cardoso CDO, Trentini CM, Grassi-Oliveira R, Fonseca RP,
2015, Brazilian preliminary norms and investigation of age and education
effects on the Modified Wisconsin Card Sorting Test, Stroop Color and
Word test and Digit Span test in adults, Dement, Neuropsychol, 9, 120–
127.
Ziv G, Meckel Y, Lidor R, Rotstein A, 2012, The effects of external and internal
focus of attention on physiological responses duringrunning, Journal Of
Human Sport & Exercise, 7(3), pp.608-616.