One of the answers here suggests you go to the opposite extreme and not take notes at all. Another suggests that you just ignore the issue and be perfect, but maybe in a different way. I think both are misguided.
A scribe can take aesthetically beautiful notes with no knowledge at the start or at the end other than knowledge of the alphabet and a bit of penmanship (for notes on paper). It has nothing to do with learning.
I want to suggest that you learn to become more effective in your notetaking.
Of course, if you have tons of time on your hands and nothing better to do, then "wasting" time isn't an issue. But as you advance in your education, that will become less true since more will be asked of you.
Background: To learn something, you need to do more than see or hear it once. In order to make it part of your knowledge you need to reinforce the learning. In a course, the reinforcement usually comes from the instructor asking students to do various exercises, whether technical or not. The teacher also provides the second element: feedback. This gives you an idea about whether you have learned the right lesson from readings or lectures. Reinforcement can be negative as well as positive and I've had a few students struggle because they reinforced the wrong thing early on. But another thing that exercises do is to help you apply the knowledge to various tasks. If you can do that, then you have some assurance that you have actually learned it.
Advice. Let me suggest that you spend your time more effectively directed at learning, rather than copying. Since you are mostly learning from books, I'll give advice that would be different if you were learning from lecture.
Most books written for study are divided into chapters and the chapters are divided into sections. We won't go into the paragraph level of division that might be important if you were learning from scientific papers rather than books. But books also have page numbers.
I suggest that when you read a section of a book, you do so three times. The first time you just read it to get an overview. The second time you read it, perhaps later the same day, or the next day, you read it to try to extract the most important ideas that the author is trying to convey in that section.
But for the first two readings you don't try to take notes, or not your final notes, in any case. In the third reading you do take notes, but they are very sparse. What you want to capture in your notes is the single most important idea in that section. Capture it in as few sentences as you can. Two or three sentences ideally. You can also try to capture one or two subsidiary ideas, but make sure you note the relationship. On this reading you are taking notes, but you can annotate those notes with page numbers from the book you are reading so that if when you later look at the notes you don't immediately remember the details, you can go back to the place in the book immediately for more reinforcement. But use your own words, don't copy sentences. Don't be a scribe.
At the end of a chapter, you can take some additional notes. What are the key ideas of this chapter. Not all of the ideas, just the key ideas. If you can do this from memory, without rereading or looking at the section-level notes then you have probably learned something.
One level I've neglected here, which is to connect the flow of ideas through the chapters. One of the notes you can take, separately from the above, is how the key ideas of a section or chapter flow from and are connected to the ideas from the earlier sections and chapters.
You aren't just copying things. What you wind up with at the end is a structured outline of the book. And if you've been good about page numbers, then you can go back to the book if necessary to find the detail.
But, this "plan" for reading might not be a lot less "obsessive" than what you are now doing. But it will give you more than a faithful copy of the book that you already have in hand. The main idea here is to capture ideas from the readings, not words.
And if the book provides exercises for you, then do those. Ideally all of them.
Note that this "read it three times" idea was used as a recommendation for doctoral students who need to learn from academic/scientific papers. I don't know its actual original source.