Stimulasi Kognitif Melalui Aroma Kopi: Strategi Non-Farmakologis untuk Meningkatkan Konsentrasi Mahasiswa
DOI:
https://doi.org/10.17977/um070v5i82025p410-421Keywords:
coffee aroma, concentration, concentration grid test, olfactory stimulusAbstract
Concentration is a crucial cognitive aspect that influences undergraduate students’ academic success, and various sensory stimuli, such as aroma, may play a role in enhancing it. This study aimed to examine the effect of coffee aroma on students’ concentration. The proposed hypothesis was that coffee aroma has a significant effect on increasing concentration. The research employed an experimental design with two groups: an experimental group exposed to coffee aroma and a control group with no aroma exposure. The study participants consisted of 63 university students selected through purposive sampling. Concentration was measured using the Concentration Grid Test (CGT) based on the number of correct answers obtained. All participant data were analyzed after passing a manipulation check and statistical assumption tests. The results of the independent sample t-test showed a significant difference between the experimental group (M = 14.4, SD = 3.25) and the control group (M = 13, SD = 2.60), t(58) = 1.80, p = 0.03, d = 0.46. These findings indicate that exposure to coffee aroma can significantly improve students’ concentration. The implications of this study suggest that olfactory stimuli, such as coffee aroma, have potential as a non-pharmacological strategy to support cognitive performance in academic settings.
Abstrak
Konsentrasi merupakan salah satu aspek kognitif penting yang memengaruhi keberhasilan akademik mahasiswa, dan berbagai stimulus sensorik seperti aroma dapat berperan dalam meningkatkannya. Penelitian ini bertujuan untuk menguji pengaruh aroma kopi terhadap konsentrasi mahasiswa. Hipotesis yang diajukan adalah bahwa aroma kopi berpengaruh signifikan terhadap peningkatan konsentrasi mahasiswa. Desain penelitian menggunakan eksperimen dengan dua kelompok, yaitu kelompok eksperimen yang terpapar aroma kopi dan kelompok kontrol yang tidak terpapar. Pengukuran konsentrasi dilakukan menggunakan Concentration Grid Test (CGT) berdasarkan jumlah jawaban benar yang diperoleh. Seluruh data partisipan dianalisis setelah melalui manipulation check dan uji asumsi statistik. Hasil analisis Independent Sample t-Test menunjukkan adanya perbedaan signifikan antara kelompok eksperimen (M=14,4; SD=3,25) dan kelompok kontrol (M=13; SD=2,60), t (58)=1,80, p=0,03, d=0,46. Temuan ini mengindikasikan bahwa paparan aroma kopi dapat meningkatkan konsentrasi mahasiswa secara signifikan. Implikasi penelitian ini menunjukkan bahwa stimulus olfaktori seperti aroma kopi berpotensi digunakan sebagai strategi non-farmakologis untuk mendukung performa kognitif di lingkungan akademik.
References
Anderson, J. R. (2010). Cognitive Psychology and Its Implications (7th ed.). Worth Publishers.
Arnett, J. J. (2015). Emerging Adulthood (J. J. Arnett, Ed.; Vol. 1). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199795574.013.9
Beyea, D., Lim, C., Lover, A., Foxman, M., Ratan, R., & Leith, A. (2025). Zoom fatigue in review: A meta-analytical examination of videoconferencing fatigue’s antecedents. Computers in Human Behavior Reports, 17, 100571. https://doi.org/10.1016/j.chbr.2024.100571
Brice, C., & Smith, A. (2002). Effects of caffeine on mood and performance: a study of realistic consumption. Psychopharmacology, 164(2), 188–192. https://doi.org/10.1007/s00213-002-1175-2
Brink, H. W., Krijnen, W. P., Loomans, M. G. L. C., Mobach, M. P., & Kort, H. S. M. (2023). Positive effects of indoor environmental conditions on students and their performance in higher education classrooms: A between-groups experiment. Science of The Total Environment, 869, 161813. https://doi.org/10.1016/j.scitotenv.2023.161813
Choi, N., Yamanaka, T., Takemura, A., Kobayashi, T., Eto, A., & Hirano, M. (2022). Impact of indoor aroma on students’ mood and learning performance. Building and Environment, 223, 109490. https://doi.org/10.1016/j.buildenv.2022.109490
Fang, Y., Luo, X., & Lu, J. (2023). A review of research on the impact of the classroom physical environment on schoolchildren’s health. Journal of Building Engineering, 65, 105430. https://doi.org/10.1016/j.jobe.2022.105430
Fiani, B., Zhu, L., Musch, B. L., Briceno, S., Andel, R., Sadeq, N., & Ansari, A. Z. (2021). The Neurophysiology of Caffeine as a Central Nervous System Stimulant and the Resultant Effects on Cognitive Function. Cureus. https://doi.org/10.7759/cureus.15032
Fukuda, M., & Aoyama, K. (2017). Decaffeinated coffee induces a faster conditioned reaction time even when participants know that the drink does not contain caffeine. Learning and Motivation, 59, 11–18. https://doi.org/10.1016/j.lmot.2017.07.002
Harris, D. V., & Harris, B. L. (1984). The athlete’s guide to sport psychology: Mental skills for physical people. Leisure Press.
Hawiset, T. (2019). Effect of one time coffee fragrance inhalation on working memory, mood, and salivary cortisol level in healthy young volunteers: a randomized placebo controlled trial. Integrative Medicine Research, 8(4), 273–278. https://doi.org/10.1016/j.imr.2019.11.007
Juan, Y.-K., & Chen, Y. (2022). The influence of indoor environmental factors on learning: An experiment combining physiological and psychological measurements. Building and Environment, 221, 109299. https://doi.org/10.1016/j.buildenv.2022.109299
Kida, T., & Okamoto, H. (2023). Editorial: New insights into the cognitive neuroscience of attention. Frontiers in Human Neuroscience, 17. https://doi.org/10.3389/fnhum.2023.1338738
Lauwsen, R., & Dwiana, A. (2019). Pengaruh aroma terapi lavender terhadap peningkatan kualitas tidur mahasiswa Fakultas Kedokteran Universitas Tarumanagara. Tarumanagara Medical Journal, 1(3), 619–629.
Lee, S., Han, E., Kang, J., Kwon, S., Sung, M., Kim, M., Cho, H., & Lee, G. (2025). Untargeted Metabolomic Analysis Using High-Resolution Orbitrap Mass Spectrometry for the Comparison of Volatile and Non-Volatile Compounds in Hot and Cold Brew Coffee. Beverages, 11(1), 10. https://doi.org/10.3390/beverages11010010
Li, S., & Blatchley, B. (2014). Examining the Effect of Peppermint on Cognitive Functioning. Psi Chi Journal of Psychological Research, 19(3), 88–97. https://doi.org/10.24839/2164-8204.JN19.3.88
Madzharov, A., Ye, N., Morrin, M., & Block, L. (2018). The impact of coffee-like scent on expectations and performance. Journal of Environmental Psychology, 57, 83–86. https://doi.org/10.1016/j.jenvp.2018.04.001
Martin, F., Long, S., Haywood, K., & Xie, K. (2025). Digital distractions in education: a systematic review of research on causes, consequences and prevention strategies. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10550-6
Matlin, M. W. (2013). Cognitive Psychology (8th ed.). Wiley.
Matsuo, M., Ichibakase, T., Suyama, H., Takahara, R., & Higuchi, T. (2025). Effect of Coffee Aroma on Cerebral Activity during Concentration Tasks. Open Journal of Applied Sciences, 15(01), 137–146. https://doi.org/10.4236/ojapps.2025.151010
Mulaudzi, I. C. (2019). Factors Affecting Students’ Academic Performance: A Case Study of the University Context. Journal of Social Science for Policy Implications, 11(1), 18–26.
Ormrod, J. E. (2024). Human Learning (7th ed.). Pearson.
Pachimsawat, P., Tammayan, M., Do, T. K. A., & Jantaratnotai, N. (2024). The Use of Coffee Aroma for Stress Reduction in Postgraduate Dental Students. International Dental Journal, 74(5), 1102–1109. https://doi.org/10.1016/j.identj.2024.03.018
Pradhan, S., Jang, Y., & Chauhan, H. (2024). Investigating effects of indoor temperature and lighting on university students’ learning performance considering sensation, comfort, and physiological responses. Building and Environment, 253, 111346. https://doi.org/10.1016/j.buildenv.2024.111346
Raglin, J., Szabo, A., Lindheimer, J. B., & Beedie, C. (2020). Understanding placebo and nocebo effects in the context of sport: A psychological perspective. European Journal of Sport Science, 20(3), 293–301. https://doi.org/10.1080/17461391.2020.1727021
Richards, G., & Smith, A. (2015). Caffeine consumption and self-assessed stress, anxiety, and depression in secondary school children. Journal of Psychopharmacology, 29(12), 1236–1247. https://doi.org/10.1177/0269881115612404
Rogers, P. J., & Smith, J. E. (2011). Caffeine, mood and cognition. In Lifetime Nutritional Influences on Cognition, Behaviour and Psychiatric Illness (pp. 251–271). Elsevier. https://doi.org/10.1533/9780857092922.2.251
Samakradhamrongthai, R. S. (2024). The Overview. In Aroma and Flavor in Product Development: Characterization, Perception, and Application (pp. 1–45). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-62612-8_1
Santrock, John. W., & Roehrig, Alysia. D. (2024). Educational Psychology (8th ed.). McGraw-Hill Education.
Skowronek, J., Seifert, A., & Lindberg, S. (2023). The mere presence of a smartphone reduces basal attentional performance. Scientific Reports, 13(1), 9363. https://doi.org/10.1038/s41598-023-36256-4
Smith, A. (2002). Effects of caffeine on human behavior. Food and Chemical Toxicology, 40(9), 1243–1255. https://doi.org/10.1016/S0278-6915(02)00096-0
Sowndhararajan, K., & Kim, S. (2016). Influence of Fragrances on Human Psychophysiological Activity: With Special Reference to Human Electroencephalographic Response. Scientia Pharmaceutica, 84(4), 724–751. https://doi.org/10.3390/scipharm84040724
Taufik, M. S. (2019). Hubungan Tingkat Konsentrasi Dengan Keterampilan Bermain Futsal Unit Kegiatan Mahasiswa Futsal Universitas Suryakancana. Gladi : Jurnal Ilmu Keolahragaan, 10(02), 68–78. https://doi.org/10.21009/GJIK.102.01
Tong, Z., Liu, X., Song, Y., Guan, H., Wen, X., Hu, S., & Lu, M. (2025). The influence of odors on cognitive performance based on different olfactory preferences. Building and Environment, 271, 112603. https://doi.org/10.1016/j.buildenv.2025.112603
Ullrich, S., de Vries, Y. C., Kühn, S., Repantis, D., Dresler, M., & Ohla, K. (2015). Feeling smart: Effects of caffeine and glucose on cognition, mood and self-judgment. Physiology & Behavior, 151, 629–637. https://doi.org/10.1016/j.physbeh.2015.08.028
Winata, I. K. (2021). Konsentrasi dan Motivasi Belajar Siswa terhadap Pembelajaran Online Selama Masa Pandemi Covid-19. Jurnal Komunikasi Pendidikan, 5(1), 13. https://doi.org/10.32585/jkp.v5i1.1062
Yang, W., & Jeon, J. Y. (2023). Effects of lighting and sound factors on environmental sensation, perception, and cognitive performance in a classroom. Journal of Building Engineering, 76, 107063. https://doi.org/10.1016/j.jobe.2023.107063
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Laila Indra Lestari, Aufa Angga Wimaswara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3.png)
1.png)
1.png)
