Brain Based Learning Model Research Articles

Brain-Based Learning Vs Problem Based Learning: Mathematical Complex Thinking Skills in terms of Student Creativity?

This study's findings explain that the quality of education in eastern Indonesia has decreased, especially from complex mathematical thinking skills. The theory of the Brain-Based Learning model versus the Problem Based Learning model theory is the solution in this study so that the results of the analysis show that the Brain-Based Learning model theory has a positive influence on increasing complex mathematical thinking skills when compared to the Problem Based Learning model, there is an interaction between the two learning models with the creativity of students is more significant, students who have high creativity can achieve better results if given the Brain-Based Learning Model than if given the Problem Based Learning Model. The Brain-Based Learning model can be higher than the complex mathematical thinking skills of students with low creativity given the Problem Based Learning Model. The conclusion is that learning in Eastern Indonesia is very appropriate to apply Brain-Based Learning theory compared to Problem Based Learning theory on complex mathematical thinking skills in terms of student creativity

Brain-based learning: How does mathematics creativity develop in elementary school students?

The urgency that occurs in the learning process at the Bima Regency Elementary School is the difficulty of students learning how to find innovative, effective, and creative answers so that they are unable to solve problems from various points of view. This study aims to determine how the Brain-Based Learning model influences the development of mathematics creativity in elementary school students. This type of research using experimental research design true experimental design using the technique pretest-posttest control group design. The research held in elementary schools, with the sampling technique used was probability sampling theory with the cluster sampling method. Data collection techniques using test questions and data analysis techniques pretest-posttest, normality test, homogeneity test, and t-test. The results showed that the Brain-Based Learning model had an innovative impact in developing students' creativity and provided opportunities for students to express their ideas and ideas that were then validated by students and teachers. An active and conducive learning environment created evaluation took place. This research provides benefits and deserves to continue improving education quality, especially in Indonesia

Mathematical Communication Ability with Brain-Based Learning Model in Terms of Gender

Mathematical Communication Ability with Brain-Based Learning Model in Terms of Gender

PENERAPAN MODEL PEMBELAJARAN BRAIN BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA KELAS IV SEKOLAH DASAR

This research is motivated by the students’ lacking ability in performing science process skills especially on aspect of observing, asking questions, classifying, making conclusions, and communicating. It’s because students are less invited to be active in learning process. The purposes of this research are to describe: (1) Lesson plan by implementing brain based learning model to increase science process skills on forth grade students. (2) Learning process by implementing brain based learning model to increase science process skills on forth grade students. (3) Increasing science process skills on forth grade students by implementing brain based learning model. Based on problem, a classroom action research which adapts Kemmis and Mc.Taggart model was conducted; which consisted of two cycles. The location of research was conducted in one of elementary schools in Bandung. Participants were 27 students. The research instruments are implementation of learning process observation sheet, science process skills observation sheet, test sheet, and documentation data. The result of research shows the improvement in each cycles from “Good” to “Very Good” category. Thus, from the result of research conducted, it can be concluded that the implementation of brain based learning model can increase science process skills on forth grade students.

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

The purpose of this study was to analyze the improvement of students' mathematical connection skills and self-concept with a brain based learning (BBL) model with a scientific approach. The background of this research is that the reality on the ground shows that students' mathematical connection abilities are not as expected. One of the factors causing these problems is learning that does not provide flexibility for students to optimally empower the potential of the brain. This resulted in students having difficulty connecting between materials and the level of student confidence that was lacking. This study uses a quantitative approach with a quasi-experimental method. The sample in this study were 37 students in the control class and 36 in the experimental class. The instrument used is a mathematical connection ability test and a self-concept questionnaire. The results of the study are: 1) the increase in mathematical connection ability with the BBL model is higher than with the scientific approach; 2) the achievement of students' self-concept with the BBL model is better than the scientific approach; 3) there is a relationship between the ability of mathematical connections and students' self-concept with the BBL model. Based on the results of the study, it is hoped that the next researcher can choose a method that can encourage the growth and development of students' positive self-concepts, in order to influence students' beliefs about their abilities, and ultimately affect student achievement.

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

The purpose of this study was to analyze the improvement of students' mathematical connection skills and self-concept with a brain based learning (BBL) model with a scientific approach. The background of this research is that the reality on the ground shows that students' mathematical connection abilities are not as expected. One of the factors causing these problems is learning that does not provide flexibility for students to optimally empower the potential of the brain. This resulted in students having difficulty connecting between materials and the level of student confidence that was lacking. This study uses a quantitative approach with a quasi-experimental method. The sample in this study were 37 students in the control class and 36 in the experimental class. The instrument used is a mathematical connection ability test and a self-concept questionnaire. The results of the study are: 1) the increase in mathematical connection ability with the BBL model is higher than with the scientific approach; 2) the achievement of students' self-concept with the BBL model is better than the scientific approach; 3) there is a relationship between the ability of mathematical connections and students' self-concept with the BBL model. Based on the results of the study, it is hoped that the next researcher can choose a method that can encourage the growth and development of students' positive self-concepts, in order to influence students' beliefs about their abilities, and ultimately affect student achievement.

Brain-based learning model to explore students’ procedural fluency ability in learning quadrilateral 2D shapes

This study aims to determine the completion of student learning in procedural fluency through the Brain Based Learning model, along with their procedural fluency in flexibility, efficiency and accuracy in quadrilateral 2D shapes. It employed sequential explanatory research design. The research subjects were 7th graders (VII B) at SMP Negeri 2 Sokaraja, academic year 2019/2020. The data collection technique was procedural fluency test for students on quadrilateral 2D shapes; and the data analysis technique was the z-test. Results showed that students’ procedural fluency through BBL achieved learning mastery. In terms of flexibility, students were able to solve procedural fluency test questions in two ways. Students could perform each step of the method in terms of efficiency; and in terms of accuracy, it was shown that results were repeated consistently. These findings implied that procedural fluency through BBL along with students’ flexibility, efficiency, and accuracy belong to the fairly fluent category.

THE EFFECT OF MOTIVATION TOWARDS MATHEMATICAL COMMUNICATION IN MATHEMATICS LEARNING WITH BRAIN-BASED LEARNING MODEL

This research is motivated by the importance of students' learning motivation and the low of high school students’ mathematical communication skills in learning mathematics. The purpose of this study was to determine the effect of learning motivation on the high school students’ mathematical communication skills in learning mathematics with the Brain-Based Learning model. This research is mixed-method research with concurrent triangulation strategies. The population in this study were all class XI in SMA 1 Rengasdengklok on Kabupaten Karawang and the sample was one class. Data was collected by providing tests, observations, questionnaires, and interviews. The test used is a description test, while the motivation scale uses a Likert Scale. The data was analyzed by normality test and simple linear regression. The results of this study indicate that there is an influence of learning motivation on mathematical communication skills in the application of the Brain-Based Learning model with a percentage of 56.8%.

Mathematical critical thinking ability in terms of mathematical anxiety in Smart Card assisted Brain-Based Learning model

Mathematical critical thinking ability in terms of mathematical anxiety in Smart Card assisted Brain-Based Learning model

The Differences of Brain Based Learning and Somatic Auditory Visual and Intellectual Based on Brain Gym toward Students' Learning Outcomes and Retention

This study aims to compare the Brain-Based Learning (BBL) and Somatic Auditory Visual and Intellectual (SAVI) learning models based on brain gym in an effort to improve student learning outcomes and retention. This study was experimental research with a Quasi-Experimental design. The population of this study totaling 62 people, using the BBL learning model for as many as 22 people and using the SAVI learning model for as many as 22 people. Data analysis used a t-test with SPSS for windows 22.0. The results showed that the average score of the pretest, posttest, and retest of the BBL class was greater than that of the SAVI class. The t-test analysis obtained a significance value of 0.026 <0.05 for learning outcomes and a significance value of 0.32 <0.05 for student retention. So it can be concluded that there is a significant difference between learning outcomes and retention in the BBL and SAVI learning models which affect learning outcomes and student retention in learning.

Inovasi Strategi Pembelajaran Pendidikan Agama Islam Berbasis Brain Based Learning di SMK Muhammadiyah 1 Temon

The purpose of this study is to describe the role of brain based learning models in Islamic religious education so that the values of Islamic religious education can be applied in everyday life. The research method used is descriptive research using a qualitative approach. Data collection techniques with interviews and observations.The data analysis technique used is phenemenological analysis which is a technique for drawing conclusions based on the data obtained and in accordance with the research objectives. The results of this study are learning conducted with a brain based learning model to provide optimal results, students are more aware of the learning process and have a positive impact on everyday life.

Brain-based learning and high order thinking skills effect on students’ writing ability

In this study, the researchers implemented brain-based learning (BBL) model and the use of the students’ high order thinking skills (HOTS) in the teaching and learning of writing. The aim of this study was to know whether or not there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. This experimental research used a 2x2 factorial design. Two classes of the fourth semester of English Language Department became the population and the sample in this study. The students in both of the classes were divided into the students with high and low HOTS. Then, the experimental class was taught writing by using BBL and the control class used guided writing. Next, the data got from the writing test were calculated by using a two-way ANOVA. The result showed that Fo interaction (10.160) was higher than Ft (4.15) at the level of significance α=0.05. It means that there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. The mean score of the students with high HOTS taught by using BBL (82.44) was the highest. This brings to the conclusion that BBL and HOTS had significant interaction effect on the students’ writing ability.
 
 The skills of analyzing, evaluating and creating the students whose HOTS was high worked well when having discussion.
 The students’ relaxed feelings in BBL class could help them to get information about what to be written in their texts more and more by having discussion.

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.

Animation in Science Learning with Brain Based Learning Models to Improve Student Learning Outcomes

The problems of this study are: the lack of maximum mastery of educators on innovative learning models and media, students are burdened with a lot of material without any pause to give the brain time to process the material provided, learning is less effective and well thought out, discussed useful and active students in the learning process, learning that takes place in the class that is less influential on student learning outcomes. The brain-based learning model of animation-assisted learning of science learning outcomes. This research is a quasi-experimental study, with the design of Nonequivalent Control Group Design. The population of this research is all of the fifth-grade elementary school with 129 students. The method of collecting data in this study is a test method in the form of a multiple-choice test that has been validated. Data were analyzed using a t-test. The results of data analysis obtained t-count = 9.66 at a significance level of 5% and db = 68 obtained t-table = 2.00 so t-count = 9.66> t-table = 2.00. Thus, it can be concluded that there is an influence of an animation-based brain-based learning model on science learning outcomes. Animated brain-based learning model can be applied to science lessons in elementary school as an effort to improve student learning outcomes optimally in science learning

Brain Based Learning Using Media Crossword Puzzle Enhances Students Understanding of Concepts and Thinking Skills

This study aims to determine the effect of brain based learning models assisted by crossword puzzles on the understanding of concepts and critical thinking skills in science. This research is a quasi-experimental study (quasi-experimental), with a non-equivalent post-test only control group design. The population of this study was the entire class V of SDN Cluster VIII Buleleng District in the academic year 2019/2020 consisting of 5 classes in five elementary schools with 129 students. Samples were taken with a random sampling technique of 2 classes. Data on understanding concepts and critical thinking skills in science is collected using the test method in the form of an essay test. Data were analyzed with the MANOVA test using SPSS 17 for Windows. The results showed that 1) there was a positive influence on the brain based learning model with the help of crossword puzzles on the understanding of the science concept (F count of 276,585; sig = 0,000 <0.05); 2) there is a positive influence of the brain based learning learning model assisted by the crossword puzzle media on critical thinking skills in science (F count is 238,963; sig = 0,000 <0.05); 3) there is a positive influence on brain based learning models assisted by the crossword puzzle media on the understanding of concepts and critical thinking skills in science (F count of 231.064; sig = 0.0001 <0.05). T he brain based learning model with the help of crossword media can be applied to science learning in elementary schools as an effort to increase students' understanding of concepts and critical thinking skills maximally in science lessons.

POSITIVE INFLUENCE OF MODEL GUIDED INQUIRY BASED ON TRI HITA KARANA FOR LEARNING MOTIVATION AND CRITICAL THINKING SKILLS

This study aims to determine the effect of brain based learning models assisted by crossword puzzles on the understanding of concepts and critical thinking skills in science. This research is a quasi-experimental study (quasi-experimental), with a non-equivalent post-test only control group design. The population of this study was the entire class V of SDN Cluster VIII Buleleng District in the academic year 2019/2020 consisting of 5 classes in five elementary schools with 129 students. Samples were taken with a random sampling technique of 2 classes. Data on understanding concepts and critical thinking skills in science is collected using the test method in the form of an essay test. Data were analyzed with the MANOVA test using SPSS 17 for Windows. The results showed that 1) there was a positive influence on the brain based learning model with the help of crossword puzzles on the understanding of the science concept (F count of 276,585; sig = 0,000 <0.05); 2) there is a positive influence of the brain based learning learning model assisted by the crossword puzzle media on critical thinking skills in science (F count is 238,963; sig = 0,000 <0.05); 3) there is a positive influence on brain based learning models assisted by the crossword puzzle media on the understanding of concepts and critical thinking skills in science (F count of 231.064; sig = 0.0001 <0.05). T he brain based learning model with the help of crossword media can be applied to science learning in elementary schools as an effort to increase students' understanding of concepts and critical thinking skills maximally in science lessons.

The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication

The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities

Kemampuan Berpikir Kreatif Matematis Siswa SMP Pada Penerapan Model Pembelajaran Brain Based Learning

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Brain Based Learning terhadap kemampuan berpikir kreatif matematis siswa. Metode True Eksperimental Design digunakan dalam penelitian ini dikarenakan pemilihan sujek dilakukan secara random. Subjek penelitian ini adalah siswa kelas VII SMP Xaverius 1 Palembang sebanyak 50 siswa yang terdiri dari 24 siswa kelas VII.A sebagai kelas eksperimen dan 26 siswa kelas VII.I sebagai kelas kontrol. Teknik pengumpulan data menggunakan tes yang dianalisis menggunakan uji Independent Sample T-Test. Dari hasil analisis dan pembahasan, disimpulkan bahwa terdapat pengaruh yang signifikan antara model pembelajaran Brain Based Learning terhadap kemampuan berpikir kreatif matematis, hal ini disebabkan salah satunya pada proses pembelajaran dilakukan berbagai variasi rancangan agar siswa tidak cepat merasa jenuh dan tertantang untuk berkreasi.

MODEL PEMBELAJARAN BBL2M (BRAIN BASED LEARNING DAN MODEL MIND MAPPING) UNTUK MENINGKATKAN HASIL BELAJAR DAN BERPIKIR KRITIS SISWA SMA NEGERI 1 AMAHAI

Background: The process of learning biology as one part of the whole process of education in schools has an important role in efforts to improve students' biological abilities, this study aims to determine the learning outcomes and critical thinking of students by using a brain based learning learning model combined with a mind learning model mapping on the concept of biodiversity.
 Method: This research was conducted at Amahai 1 High School, and the data obtained were analyzed descriptively. The object of research is 21 students in class X MIA.
 Results: Research shows that increasing student learning outcomes and critical thinking on biodiversity material by using a brain based learning model combined with a mind mapping model gets a pretty good improvement. This is consistent with the analysis of data on the percentage obtained from the results of the initial and final tests. Increased critical thinking can be seen by using 5 aspects with indicators on the final test and cognitive aspects.
 Conclusion: The application of the Brain based learning model and the Mind mapping model can improve student learning outcomes and critical thinking

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

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.