Developing Brain Based Learning (BBL) Model Integrated with Whole Brain Teaching (WBT) Model on Science Learning in Junior High School in Malang

Baiq Sri Handayani,Susriyati Mahanal,Aloysius Duran Corebima,Herawati Susilo

doi:10.13189/ujer.2020.081809

Abstract

The BBL and WBT models are two learning models based on the brain's work system with different characteristics. The integration of the two learning models produces new characteristics in the learning model. Therefore, this research aimed to develop the BBL learning model integrated with WBT learning model. The design used in this research was the Plomp model consisting of several stages (a) initial investigation, (b) design, (c) realization, (d) test, evaluation and revision stage. It produced BBL model integrated with WBT, using visual language, verbal language and body language, relaxation and self-reflection. The syntax of the learning consists of: class-yes, pre-exposure with gesture, In-aquisition Ready, elaboration with teach and mirror, incubation and memory insert, comprehension check, and celebration. The validation scores of the learning material were obtained from expert validation, product tried out in the form of teacher responses, and student learning results. The scoring results of the validation were 88%, 80% and 69.5% respectively, and the average score of the three components was 79.2 %, so the learning material of the BBL integrated with WBT learning model was valid, effective, complete, and could be used but needed small improvement.

Highlights

While there are many definitions of ‘learning’, the one that is the basis for this presentation is that learning is the process of developing sufficient surface knowledge to move to deep or conceptual understanding
While the effectiveness of the Whole Brain Teaching (WBT) model was reported by several researchers: Student score of the Gilroy Prep School in California increased in amount of 11% [12], negative students behaviors decreased in amount of 50% from before and after the learning using the WBT model [13], there was an increase in motivation and mathematical communication ability by using WBT [14]
The purpose of this research is to produce a syntax and learning materials of Brain Based Learning (BBL) integrated with WBT model, or the Whole Brain Based Learning (WBBL) model that is valid, practical and effective

Summary

Introduction

While there are many definitions of ‘learning’, the one that is the basis for this presentation is that learning is the process of developing sufficient surface knowledge to move to deep or conceptual understanding. 21st century teachers were required to teach and manage class activities effectively and to build effective relationships with students and the school community, to use technology to support the quality of teaching, and to do reflection and improvement on their learning practices continuously [2]. The improvement of the learning practices should begin from the teacher's understanding of how the human brain learns, so that students can learn meaningfully and enjoyably. Understanding of how the brain works in learning can facilitate the teacher in designing a learning model [3]. Brain-based learning is a new revolution in learning because it combines several sciences from various fields such as neuroscience, biology, and psychology [4]. The research on combination of brain and learning shifts the education into a new and exciting era of brain-based education [5]

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