The Gender Equality in CLIS Model and Brain Gym Technique: A Review of Cognitive Learning Outcomes

Fransina Th Nomleni,Mega Selviana Sir,Yunawati Sele

doi:10.15294/usej.v10i1.42794

Fransina Th Nomleni, Mega Selviana Sir + Show 1 more

Open Access

https://doi.org/10.15294/usej.v10i1.42794

Copy DOI

Abstract

Gender equality is one of the important topics that need attention in learning. This study aims at finding out the cognitive learning outcomes of the equality of male and female students in Children Learning in Science (CLIS) that was combined with a Brain Gym. This study is a a comparative research. The population of this study were the students of grade XI MIA SMA Negeri 7 Kupang in the academic year of 2018/2019 and the sample of this study were the students of grade XI MIA 1. The instrument used was a test of cognitive learning outcomes. The data obtained were analyzed using Anakova. The results showed that by combining CLIS and Brain Gym technique, the equality of cognitive learning outcomes for male and female students can occur. Providing the same opportunities, the same tasks, and the same responsibilities during CLIS combined with a Brain Gym learning, can minimize the differences in characteristics between genders so that the learning outcomes obtained are equivalent.

Highlights

Education is an important process that determines the quality of a nation
The quality of the education process must be further improved so that the education can prepare students to enter the industrial revolution 4.0. This is in line with the opinions of Aulbur & Bigghe (2016), Hartmann & Bovenschulte (2013) and Pfeiffer (2015) who explain that with good education, students are expected to be able to face various challenges arising from technological developments in the industrial revolution 4.0
The difference in learning outcomes of male and female students can be explained by the facts revealed by previous studies

Summary

INTRODUCTION

Education is an important process that determines the quality of a nation. Education includes all efforts aimed at growing student awareness of their potential so that the utilization of these potentials can be used as provisions in making adjustments to various situations and challenges that may be encountered in life (Sele et al, 2016; Shilvock, 2018; Dimyati et al, 2018). The difference in learning outcomes of male and female students can be explained by the facts revealed by previous studies. The fact that there are differences between male and female students means that in learning including the implementation of the learning model, an equalization effort between students of different gender needs to be done. Siswati & Corebima (2017) and Sele (2019) report that in Think Pair Share learning, male and female students have the same metacognitive skills but Pambudiono (2015) reported that in Jigsaw learning, female student learning outcomes are higher.

AND DISCUSSION

Findings

CONCLUSION