Abstract
The purpose of this study was to study the effect of Brain-Based Learning and Project Based Learning strategies on the results of mathematics learning in students of visual learning styles in the Basic Mathematics Introduction course at the Teaching and Education Faculty at Halu Oleo University, Republic of Indonesia. This study uses an experimental research method designed with a post-test design. Student learning outcomes data were collected through tests and learning style data collected through questionnaires. Data were analyzed by ANOVA with Dunnet’s further test. The results showed that the learning outcomes of students from the visual learning style group were taught the strategy of Brain-Based Learning higher than Project-Based Learning. The conclusion of the study shows that the student learning outcomes of the visual learning style group taught by the Brain-Based Learning strategy are higher than the Project Based Learning; Student groups with visual learning style preferences are more suitable to be applied with the Brain-Based Learning strategy.
Highlights
Undergoing rigid Mathematics learning routines by completing practice questions and assignments makes this lesson unattractive and not challenging (Salinas et al, 2015)
The sample of groups of students from visual learning styles treated with Brain-Based Learning (BBL) and Project-Based Learning (PjBL) strategies was obtained randomly
The research data analysis uses two descriptive analysis techniques in the form of average values, standard deviations are presented in the form of tables and inferential analysis techniques use ANOVA at a significant level α = 0.05 after fulfilling the requirements of analytical analysis to test the research hypothesis. about the influence of the Brain-Based Learning Strategy (BBL) and Project Based Learning (PjBL) on mathematics learning outcomes in groups of students with visual learning styles
Summary
Undergoing rigid Mathematics learning routines by completing practice questions and assignments makes this lesson unattractive and not challenging (Salinas et al, 2015). Mathematical learning methods which are dominated by exercises in solving repeated mathematical problems and algorithmic reasoning have been challenged (Bergqvist and Lithner, 2012; Bergqvist et al, 2008; Boesen et al, 2014; Hiebert, 2006). Pedagogical interventions are structured intensively to create an active role for students in the classroom to be the instructor’s choice in achieving the goal of improving learning outcomes (Berlinski and Busso, 2017). Learning outcomes which are the main capital in answering the challenges of industrial revolution 4.0 are data literacy, technology, and human capabilities. Meeting the profile of graduates ‘abilities, especially higher education, is a necessity to implement the learning that optimizes students’ brain functions so that they can adapt to the advancement of science and technology and the value of sustainable national civilization. The brain develops five main learning systems namely emotional, social, cognitive, physical and reflective (Given, 2007)
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