<![CDATA[Introduction: Presenting appropriate illustrations in biomedical learning can determine enthusiasm for learning, increase understanding of concepts, and support independent learning. Purpose: This study aims to identify students' preferences for illustrations for learning biomedical science, specifically using the cor as the object. Methods: The study employed a qualitative approach through research and development (R&D), including the development of medical illustrations with professional illustrators and assessment. Ten students from the Faculty of Medicine and ten from the Faculty of Dentistry, class of 2024, at Ciputra University Surabaya, were given two modules. After reading the modules, respondents completed questionnaires. Data were analyzed descriptively and through a general inductive approach. Module A used illustrations from a commercial textbook, while Module B used step-by-step illustrations designed by the researchers. The questionnaire data were analyzed descriptively and content analysis. Results: All respondents (100%) preferred module B. Most respondents (85%) preferred module B as a self-study medium compared to module A. General inductive analysis revealed consistent patterns regarding the characteristics of illustrations that were thought to help students learn biomedicine independently, namely 1) clear and attractive colors, 2) gradual illustrations, 3) clear and concise captions, 4) large and proportional illustration sizes, 5) blood flow marking, 6) illustration layout, 7) real images/3D shapes, and 8) integration of anatomy and physiology. Conclusion: The results of this study showed that respondents preferred module B. This finding suggests that students do not need a single scientifically accurate illustration but several illustrations designed to reduce cognitive load and facilitate the gradual process of knowledge construction.]]>
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