Hubungan Bahasa, Pikiran, dan Otak: Analisis Psikolinguistik dalam Konteks Pendidikan Bahasa
DOI:
https://doi.org/10.64850/cognitive.v1i2.128Keywords:
Psikolinguistik, Bahasa-Otak, Bahasa-Pikiran, Neurolinguistik, Pendidikan Bahasa, Plastisitas Otak, Triadic Language Processing Model, Neuro-Pedagogical CycleAbstract
Penelitian ini mengkaji hubungan triadik antara bahasa, pikiran, dan otak melalui analisis psikolinguistik dalam konteks pendidikan bahasa, menggunakan pendekatan kajian literatur kualitatif sistematis terhadap sumber-sumber ilmiah periode 2010–2025 dari jurnal terakreditasi, buku rujukan, dan prosiding. Temuan teoretis mengonfirmasi relasi timbal balik di mana bahasa berfungsi sebagai jembatan simbolik antara representasi neurologis (area Broca untuk produksi, Wernicke untuk pemahaman, serta fasciculus arcuate) dengan proses kognitif (memori kerja, perhatian selektif, fungsi eksekutif), sementara hipotesis Sapir-Whorf moderat menunjukkan pengaruh bahasa terhadap kategorisasi pengalaman tanpa menentukan pikiran sepenuhnya. Secara neurolinguistik, plastisitas otak terbukti melalui perubahan struktur materi abu-abu dan konektivitas pada pembelajar bilingual, mendukung strategi pembelajaran seperti input dapat dipahami (i+1), chunking untuk mengelola beban kognitif, scaffolding transisi receptive-productive, serta pengulangan tersebar untuk konsolidasi memori jangka panjang. Sintesis menghasilkan Triadic Language Processing Model yang mengintegrasikan tiga lapisan (neurologis, kognitif, bahasa) dengan Neuro-Pedagogical Cycle (exposure-processing-production-consolidation), memberikan landasan empiris bagi task-based language teaching (TBLT), transfer positif antarbahasa, dan teknologi adaptif di kelas Indonesia. Implikasi pedagogis mencakup revisi kurikulum berbasis neurosains, pelatihan guru psikolinguistik, serta rekomendasi penelitian lanjutan seperti studi longitudinal neuroimaging untuk validasi model pada populasi multilingual lokal.
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