Brain Based Learning Approach Research Articles

Implementation of Brain-Based Learning Approach to Increase Mathematics Learning Interest and Outcomes of Third-Grade Students

The low interest of students is caused by a less innovative approach, which makes students feel bored with learning mathematics. Low student interest in learning also has an impact on students' low mathematics learning outcomes. Based on this, this research aims to analyze the application of the brain-based learning approach to increase interest and learning outcomes in mathematics for grade III elementary school students. This type of research is qualitative research. The research method used in the quantitative research design is the ex post facto method. The population in this study was all 26 class III students. The sample for this research was all class III elementary school students, totaling 26 students. The methods used to collect data are interviews, questionnaires, documentation, and tests. The instrument used in this research was a questionnaire sheet. The data analysis technique in this research is a statistical analysis using the SPSS computer application. The results of this research show an increase in interest and learning outcomes after implementing the Brain-Based Learning (BBL) approach in mathematics learning. It was concluded that the Brain-Based Learning (BBL) approach can significantly increase interest and learning outcomes in elementary school students.

Developing Achievement in Mathematics, Specifically in Elementary Logic, through Brain-Based Learning (BBL) Combined with Skill Practice Exercises for Grade 10 Students

This research aims to: 1) Develop an effective Brain-Based Learning (BBL) plan combined with skill practice exercises for Grade 10 students, achieving a performance criterion of 70/70; 2) Compare the learning outcomes in elementary logic before and after implementing the BBL approach combined with skill practice exercises for Grade 10 students; 3) Study the satisfaction level of students towards the BBL approach combined with skill practice exercises for Grade 10 students. The sample group consisted of 39 students from Grade 10 room 4 in the first semester of the 2023 academic year, selected through purposive sampling. Research tools included a learning management plan, an achievement test, skill practice exercises, and a satisfaction questionnaire. Data were analyzed using percentages, mean, standard deviation, and dependent samples t-test. The research found that: 1) The BBL-based learning management plan for elementary logic for Grade 10 students was effective, with performance levels of 95.69/81.28, exceeding the set criterion of 70/70; 2) The academic achievement of students who underwent the BBL-based learning in elementary logic for Grade 10 students significantly improved post-learning, at a .05 level of statistical significance; 3) Students were highly satisfied with the BBL-based learning approach combined with skill practice exercises in elementary logic for Grade 10 students, with a mean satisfaction score of 4.86.

Mathematical Connections Through Brain-Based Learning with Geogebra Assistance

During the COVID-19 pandemic, it became a challenge for the world of education, all exposure to the implementation of learning was carried out online, however, adjusting the learning process required the readiness of students and teachers in the field of technological literacy. The purpose of writing this paper is: to analyse the ability of mathematical connections between students who carry out GeoGebra-assisted brain-based learning and conventional learning, viewed by gender. The research method used was a quasi-experimental design with a non-equivalent control group. The sample consisted of an experimental class and a control class which were not selected randomly but were selected homogeneously. The implementation was carried out at one of the state middle schools in Bandung, Indonesia. Class VIII-C consists of 30 students as an experimental class carrying out GeoGebra-assisted brain-based learning and class VIII-F consists of 28 students as a conventional class. The instrument used is a mathematical connection ability test. Data analysis using two-way ANOVA. Research results: There is a difference in the achievement of increasing the ability of mathematical connections between students in the experimental class and the conventional class. There is no difference in the achievement of increasing the ability to relate mathematics based on gender (male, female). The brain-based learning approach with the help of GeoGebra facilitates the process of construction, interaction, reflection, and easy-to-understand material, so as to improve students’ mathematical connection abilities. Keywords: Mathematical Connections, Brain-Based Learning, Geogebra Assistance

KEMAMPUAN BERPIKIR KRITIS MATEMATIS DENGAN BRAIN BASED LEARNING: SYSTEMATIC LITERATURE REVIEW

One of the abilities of the 21st century is the ability to think critically. Mathematical critical thinking is the ability used to solve mathematical problems using higher thinking skills, namely analyzing, synthesizing, concluding and evaluating. Brain Based Learning (BBL) is an approach that can be used to carry out learning based on brain function. The aim of this research is to describe critical mathematical thinking skills that can be improved with the BBL approach. The research was conducted using the Systematic Literature Review (SLR) method with stages: planning, implementation and reporting. The results of the study from 13 articles show that BBL can improve students' critical mathematical thinking skills.BBL is carried out in 7 stages, namely: pre-exposure; preparation; initiation and acquisition; elaboration; incubation and inserting memory; verification and confidence checking; as well as celebration and integration. Learning with the BBL approach is an alternative that can improve students' mathematical critical thinking skills, so it is recommended to use BBL on various mathematical topics and collaborate with other learning approaches or models.

The Effect of Brain-Based Learning on Students’ Metacognitive Awareness

The purpose of this study is to examine effects of Brain-Based Learning (BBL) method on seventh grade students' metacognitive awareness. Concurrent nested mixed method was used in the study. Thirty 7th grade students (21 girls, nine boys) participated in this study voluntarily. The unit of “Structure and Properties of Matter” was taught using the BBL method for six weeks. Students' Notebooks, Strategy Evaluation Matrix and Regulatory Checklist, were used for qualitative data. Metacognition Scale was applied as a pre-posttest for quantitative data. According to the results, while there was no significant difference between the Metacognition Scale pre-test and post-test results, a significant difference was observed in Conditional Knowledge, which is the Knowledge of Cognition sub-dimension of the scale. The findings obtained from the Strategy Assessment Matrix show that the students use high-level strategies (Affective Strategy) and techniques (Attention Concentration), so the Brain-Based Learning approach increases students' metacognitive awareness. When the expressions in the Regulatory Checklist were examined, it was seen that as the process progressed, the awareness of the students increased and the strategies they used worked.

BEYİN TEMELLİ ÖĞRENME YAKLAŞIMININ DİN EĞİTİMİNDE KULLANILMASI

The place where learning takes place is in the brain. How does the learning process take place in the brain? This question is the focus of the brain-based learning approach. Studies conducted within the framework of this approach seek ways to reach more permanent and meaningful information with more appropriate methods by exploring how learning occurs in the brain. Studies have revealed that the human brain is a parallel processor, creates patterns among information, and is affected by emotions in a positive or negative way. It is also among the research results that each brain is unique to itself. In this study, it has been examined how the data obtained by the brain-based learning approach on the functioning of the human brain can be used in the field of Religious Education. The study was prepared in the type of qualitative research and document analysis method was used as the data collection method. In this context, documents such as books and articles containing research on brain-based learning and documents dealing with methods that can be used in the field of religious education were examined. Thus, it is aimed to contribute to the theoretical dimension of the subject by scanning the materials containing information about the subject of the research.

IMPROVING STUDENT LEARNING OUTCOMES: BRAIN-BASED LEARNING WITH A MIND MAPPING MODEL AFTER THE COVID-19 PANDEMIC

This article examines related learning methods that can attract learners to learn the subjects of the Curriculum with a brain-based learning approach or brain-based Learning. This method uses field research at Muhammadiyah 1 Prambanan Junior High School by interviewing several respondents, namely representatives of 7th-grade students, field observation, and documentation analysis using data in the form of documents and related data sources needed. Data analysis using Miles and Huberman methods is by data collection, data reduction, presentation of data, and withdrawal of conclusions or data verification. The research results show that the learning process with a brain-based learning approach with mind mapping methods significantly impacts learners' learning interest in the subjects of The Islamic Civilization (Tarikh) in Grade 7. The trial results showed that almost all pupils' grade scores increased, affecting average grades in each class. The learners' enthusiasm is also seen when they do mind mapping with great earnestness. However, in this learning model with mind mapping, some shortcomings exist. Namely, it will be difficult for students who are not interested to understand the material quickly.

EFFECT OF BRAIN-BASED LEARNING ON STUDENTS’ MATHEMATICS PERFORMANCE AT ELEMENTARY LEVEL

Brain-Based Learning (BBL) is an instructional approach that addresses students’ achievement and learning goals from the perspective of the human brain. It entails specialised learning procedures centred on how human memory, attention, motivation, and conceptual cognitive learning work. The current experimental study was designed to investigate the effect of BBL approach on elementary students’ academic performance in mathematics. The study employed a single subject A-B-A research design. The participants under investigation were eighth graders of a public school selected using an intact group. During the treatment phase (B), the principal researcher taught students the concepts related to financial arithmetic, polynomials and factorisation focusing activities; visual storytelling, back-to-board, role play, i-Think maps brainstorming and visual imagery. These activities were based on 12 BBL principles. During the course of the study, the researchers collected data nine times using one-tier MCQs based tests. The data were analysed using visual analysis and one-way repeated measure ANOVA. Partial eta value (.317) revealed that BBL significantly affects students’ academic performance. To improve students’ mathematics performance, the researchers recommended practitioners to teach elementary level mathematics using BBL principles-based activities. Keywords: Academic performance, brain-based learning, one-tier MCQs, visual analysis, visual storytelling.

Brain-Based Learning: The Impact on Student’s Higher Order Thinking Skills and Motivation

The research objectives are to determine the effects of the Brain-based Learning (BBL) approach on students' higher-order thinking skills and student motivation to learn physics. This research used the quasi-experimental pretest-posttest design. The sample of this research consisted of two tenth-grade science classes chosen by simple random sampling technique. This research population was all tenth-grade students of a senior high school in Yogyakarta. The data were obtained by test and non-test techniques. The result shows that BBL approach affects on the students' higher-order thinking skills (sig. 2-tailed = 0,003 α = 0.05). Further, it also improves students' higher-order thinking skills represented by the N-Gain value (experimental class N-Gain = 0.40 control class N-Gain = 0.21). On the other hand, not only on student's higher-order thinking skills, BBL approach bring the significant effect on students’ motivation in learning physics (sig. 2-tailed = 0,000 α = 0.05) as well as could improve it (experimental class N-Gain = 0.55 control class N-Gain = 0.04). It means that the BBL approach could improve higher-order thinking skills and students' motivation more effectively than the traditional approach

EFFECTIVENESS OF TEXTBOOK WITH BRAIN-BASED LEARNING APPROACH ACCOMPANIED BY COMIC STRIPS OF LIFE ORGANIZATION MATERIALS TO IMPROVE CREATIVE THINKING ABILTY OF JUNIOR HIGH SCHOOL STUDENTS

Creative thinking skill is one of the 21 st century skills targets in implementing the 2013 curriculum.However, the fact is that 90% of 70 junior high school students reveal that they need textbooks to improve their creative thinking skills, namely textbooks with a brain-based learning approach using comic strips. Meanwhile, 88% of the 27 IPA teachers stated that they had never used comics to improve creative thinking. This study aims to determine the effectiveness of textbooks with a brain-based learning approach equipped with comic strips for creative thinking.The design of the research used was one group pretest-posttest design with four meetings. The results showed an increase in learning outcomes and creative thinking skills. The results can be seen from the N-gain value of the first meeting is 0.66, with medium criteria. The second meeting is 0.71, with the high criteria. The third meeting is 0.71, with the high criteria. The fourth meeting is 0.73 with the high criteria. The mean creative thinking results from the first meeting to the four meetings were 80, 81.11, 82.78, and 80.56. So it can be concluded that textbooks with a brain-based learning approach effectively improve learning outcomes and creative thinking.

MENINGKATKAN SELF-EFFICACY MATEMATIS SISWA PADA PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN BRAIN BASED LEARNING

This research was conducted because the students' self-efficacy in mathematics was still low. The Brain Based Learning approach is expected in solving this problem. The purpose of this study was to determine and analyze the increasing in self-efficacy of students who received the Brain Based Learning (BBL) approach in mathematics. This study is a quasi-experimental study with a nonequivalent control group design. The population of this study were all students of grade VII at a junior high school in Padang City. The sample was determined by purposive sampling technique. The data collection instrument in this study was a non-test (questionnaire). Questionnaires are used to measure students' mathematical self-efficacy. The questionnaire is based on indicators of self-efficacy. The self-efficacy questionnaire consists of 28 questionnaire items. The questionnaire was given before being given treatment and after being given treatment. The treatment given was in the form of mathematics learning based on the BBL approach. The result of this study is that the increase in self-efficacy of students who get the BBL approach learning is significantly better than learning with the conventional approach as a whole.

EFFECTIVENESS OF TEXTBOOK WITH BRAIN-BASED LEARNING APPROACH ACCOMPANIED BY MIND MAPPING OF EARTH LAYER MATERIAL TO IMPROVE LEARNING OUTCOMES CRITICAL THINKING JUNIOR HIGH SCHOOL STUDENTS

One of the 21st-century skills targeted in implementing the 2013 curriculum is critical thinking skills. However, the facts in junior high school students critical thinking skills are still low. An exciting and fun media is needed to improve critical thinking skills, namely a textbook with a brain-based learning approach using mind mapping. This study aims to determine the textbooks effectiveness with a brain-based learning approach accompanied by mind mapping for critical thinking. The design of the research used was one group pretest-posttest design with three meetings. The results showed an increase in learning outcomes and critical thinking skills. The results can be seen from the N-gain value of the first meeting is 0.56, with medium criteria. The second meeting is 0.58, with the medium criteria, and the third meeting is 0.65, with the medium criteria.The mean result of critical thinking from the first meeting to the third meeting were 72.57, 76.57, and 80.29 with good criteria. So it can be concluded that textbooks with a brain-based learning approach effectively improve learning outcomes and criticalthinking.

The Effect of Brain Based Learning on Improving Students Critical Thinking Ability and Self Regulated

This research is motivated by the low ability of mathematical critical thinking and Self Regulated Cimahi 10 Public Middle School students, so that a learning approach is needed to overcome these problems. The alternative approach applied is the Brain Based Learning Model approach.The objectives of this researcher are: 1) to examine students' mathematical critical thinking skills; 2) reviewing the Self Regulated attitude of students who obtain Brain Based Learning learning with students who have expository learning; 3) examine there is a positive correlation between Critical Thinking with Self Regulated students who obtain Brain Based Learning and expository learning. The population in this study was grade VII students of SMP Negeri 10 Cimahi. The samples in this study were class VII-B (Brain Based Learning) and class VII-D (expository). The instruments used in this study were the Critical Thinking test and the student's Self Regulated questionnaire. The test used is a subjective type test (description). The way to analyze data is with IBM SPSS Statistics 18.0 for Windows. The results showed that: 1) the mathematical critical thinking ability of students who obtained learning based on the Brain Based Learning approach was better than students who gained expository learning; 2) Self Regulated attitude, students who get Brain Based Learning are better than students who get expository approach learning; 3) there is no correlation between critical thinking with Self Regulated students who obtain Brain Based Learning and expository learning.

The development of Organization of Living Things module through the use of mnemonic and mind mapping using a brain-based learning approach for junior high school Natural Science learning in coastal areas

The reading interest of people living in coastal areas is still low. To improve the reading interest, a module that can support learning and attract students' attention are developed through the use of mnemonic and mind mapping based on the Brain-Based Learning (BBL) approach. The objective of the study is to develop a valid, practical and effective Natural Science module that is suitable for coastal communities. This study is a research and development (R&D) which used the Thiagarajan 4-D Model. The stages were limited into three (define, design, and develop) while the other stage (disseminate) was not conducted. The instruments used for data collection consisted of validation sheets, pre-test post-test questions, and student questionnaire response. The preliminary product testing was conducted in a limited number and in a large group setting. The subjects of the study were students in class 7A, 7C, and 7F of SMPN 5 Situbondo in the academic year of 2017/2018. In terms of validity, practicality and effectiveness, the analysis of the module shows that it was very valid, very practical, and quite effective. Therefore, it is suitable to be applied in coastal areas Natural Science learning.

Development of learning devices: brain-based learning and mathematics critical thinking

The low percentage of logarithms lesson only 22.36%[1]. The solution to overcoming the problems experienced by these students is through a brain-based learning approach that can help students to understand, think critically in solving logarithms problems. Development research is carried out using a modified 4-D model consisting of define, design, and develop. The research instruments used were validation sheets, legibility validation sheets, and student response questionnaires. Data analysis was performed on each data obtained with research instruments. The conclusion obtained is that the brain-based learning cooperative learning device in the form of good student worksheets has been achieved because the validator team states that the learning tools developed are valid, and the implementation of the trial, the device meets specific requirements. 81.23% above the minimum criteria value and 76 % of students experience an increase in cost from the previous value. This shows that using worksheets students can improve students’ critical thinking skills.

Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIK DAN SELF EFFICACY SISWA SMP MELALUI PENDEKATAN BRAIN BASED LEARNING

This research is based on facts in the field indicating that the mathematical connection ability of self-efficacy of students has not been in accordance with expectations. This study aims to improve the ability of mathematical connections and self-efficacy of students using the Brain Based Learning approach. This research method is an experimental method with the population of all SMPN students in Cianjur District and a sample of two classes of students SMPN 2 Cipanas randomly selected class. Instruments used are test instruments and non-test. The result of the research shows that the improvement of mathematical connection ability and self-efficacy of students using Brain Based Learning approach is better than using ordinary learning. this study has an association for both variables with moderate criteria. Keywords: Brain Based Learning, Mathematical Connection, Self-Efficacy.

Enhancing The Mathematical Communication Ability and Self-confidence of Junior High School Students Using Brain-Based Learning

This research is motivated by the fact shows the mathematicalcommunication ability of the students not yet in accordance with theexpected. One such problem is learning that does not provide flexibility tostudents to exploit the potential of the brain optimally, where in general isgenerally more emphasis on the left brain function. Mathematicalcommunication skills need to be supported by right brain function.Characteristics of learning that offers learning concepts that align the waythe brain works naturally designed is by learning Brain-Based Learning(BBL). The research method used is quasi experiment. Quantitative data isobtained from pretest and posttes data. Research found that There areachievements and improvements in students' mathematical communicationskills whose learning uses the Brain-Based Learning approach comparedwith students who received conventional learning in terms of students' earlymath skills, and self-confidence and there is an association between theability of mathematical communication and self-confidence.

DIFFERENCES INCREASING ABILITY OF MATHEMATICAL AND VISUAL THINKING APPROACH BETWEEN BRAIN BASED APPROACH LEARNING WITH EXPOSITORY ON STUDENTS IN MTs PRIVATE MEDAN INTEREST RATE

Brain Based Learning is a concept to create learning that is oriented towards attempting to optimize student’s brain potential. This study aimed at examine (1) Are there any differences in mathematical reasoning skills of students which are taught by Brain Based Learning approach and expository; (2) Are there any differences in the acquirement of students who are taught by Visual Thinking Brain Based Learning approach and Expository; (3) What steps to resolve the student’s answers related reasoning skills in each lesson; (4) What steps to resolve the student’s answers related to visual thinking abilities in each lesson. This study is a quasi-experiment research. The population of this study is all students of class VIII MTs Bunga Bangsa Medan. The first class experiment is given approach treatment of Brain Based Learning and the second class experiment is given expository approach treatment. In this research has been already developed several learning tools such as lesson plans and student activity sheets. The instruments are used to collect data in this study are: (1) the test of reasoning mathematic ability, (2) the test of visual thinking ability, (3) the steps of student’s answers related to reasoning ability, and (4) the steps of student’s answers related to visual thinking ability. The test is used a form of description that has been declared valid and reliable by the reliability coefficient of 0,84 and 0,86. Regression equations in the class of Brain-Based Learning approach is Y BBL = 35,47 + 0,75X BBL and in the Expository approach class is Y Eks = 24,68 + 0,83X Eks . Analysis inferential data is done by analysis of covariance (ANACOVA). The results showed that: (1) The ability of the student’s in mathematic reasoning application of Brain Based Learning approach is higher than expository approach. This is evident from the results ANACOVA for Fhitung = 8.3309 is greater than Ftable = 3.993. (2) The ability of student’s in mahtematic visual thinking in application of of Brain Based Learning approach is higher than expository approach. This is evident from the results ANACOVA for Fhitung = 6.7759 is greater than Ftable = 3.993. (3) the step of completion reasoning test is obtained who has answered correctly for Brain Based Learning class is more than the expository class and (4) the step of completion visual thinking test is obtained who has answered correctly for Brain Based Learning class is more than the expository class