<![CDATA[The increasing use of digital devices in schools has changed students’ note-taking habits, yet evidence regarding whether handwriting or typing leads to better memory recall among Indonesian high school students remains limited. This study aimed to compare memory recall performance between students who habitually used handwriting and those who preferred typing during learning activities. A quantitative comparative study with a post-test-only design was conducted involving 24 students from SMA Bakti Idhata selected through purposive sampling. Participants were classified into handwriting (n = 12) and typing (n = 12) groups based on their regular note-taking practices. All participants received the same learning material and completed a standardized memory recall test after the learning session. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, an independent-samples t-test, and the Mann-Whitney U test. Descriptive results showed that the typing group achieved a higher mean score (90.2) than the handwriting group (83.6). However, the independent-samples t-test (p = 0.201) and Mann-Whitney U test (p = 0.230) indicated no statistically significant difference between the two groups. These findings suggest that note-taking method alone does not determine memory recall, as learning outcomes may also be influenced by attention, motivation, learning habits, and engagement during instruction.]]>
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