Brain-based Learning Research Articles

The Needs of Teaching English Using Brain-Based Learning in 21st Century Era

Background: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement.

Interdisciplinary Brain-based Learning Strategies in Addressing Liver Fluke Disease and Cultural Dietary Practices among Early Childhood Students

Liver fluke disease remains a critical public health issue in Southeast Asia, driven by cultural dietary practices involving raw or undercooked freshwater fish. This study evaluates the impact of an interdisciplinary brain-based learning intervention aimed at increasing awareness and modifying dietary behaviors among early childhood students in Central Northeast Thailand. A quasi-experimental design was employed, involving 122 students from four provinces. The intervention incorporated brain-based learning activities such as storytelling, songs, and visual aids to enhance engagement. Pre- and post-tests, behavioral observations, and attitudinal surveys were conducted to assess the program’s effectiveness. Post-intervention results indicated significant improvements in knowledge about liver fluke transmission, symptoms, and prevention, alongside positive changes in behavior, such as increased avoidance of raw fish consumption and improved hygiene practices. Attitudinal surveys showed a shift in preferences toward safer eating habits. These findings suggest integrating brain-based learning with culturally relevant health education can foster sustainable behavior change in early childhood populations. Further research is recommended to explore this approach’s long-term impacts and scalability.

The impact of Brain-Based Learning on critical and creative thinking in English Language Teaching

This paper investigates the impact of Brain-Based Learning (BBL) strategies on fostering critical and creative thinking skills in English language teaching. In the context of 21st-century education, where the demands for innovation, critical thinking, and problem-solving are paramount, BBL emerges as a pedagogical approach that aligns teaching methods with cognitive science principles. Through a qualitative exploration of teacher perspectives and a quantitative analysis of classroom outcomes, this study highlights how BBL encourages the development of both hemispheres of the brain, promoting not only logical reasoning but also imaginative problem-solving. The findings underscore the potential of BBL to transform traditional English language teaching (ELT) practices by fostering a more holistic, engaging, and dynamic learning environment. Practical recommendations for integrating BBL into English classrooms are also provided..

Ways to Improve Brain-Based Learning Methods at Indian Universities

Ways to Improve Brain-Based Learning Methods at Indian Universities

Improving literacy skills using the serious game model compatible with brain-based learning

Improving literacy skills using the serious game model compatible with brain-based learning

Neurocognitive Approach to Successful Learning and Speaking of English Language among Day Secondary Schools in Nyagatare District, Rwanda

Learning a foreign language, particularly English, poses challenges for Rwandan teenagers already introduced to other science subjects like mathematics, physics, and other different courses of action that have occupied their attention, or, on the other hand, disturbs their mind and hinders their learning spirit. This study aimed to investigate how the neurocognitive underpinnings of brain activation methods and integration multisensory work to activate those teenagers’ brain attention to English language learning and develop speaking skills and enable learners to overcome the neurocognitive challenges like lack of motivation, emotions, stress, and anxiety that hinder English language learning and speaking. This study was built around the multisensory theory and brain-based learning theory. Using a semi-longitudinal approach, data was collected from 40 senior two students to explore difficulties in learning English from one school in Nyagatare district. These were selected purposefully from the population of 340 students. A six-week classroom experiment from April 15 to May 23, 2024, gathered both quantitative and qualitative data on how brain activation methods enable English learning speaking. Single-group experiments and observations were used to collect data. In the experiment, the procedure of pretest-treatment-posttest was implemented. SPSS software was used to analyze the data, with results showing improved post-test scores after targeted interventions. In the pre-test, the mean score ranges between 1 and 2.5 with a standard deviation that swings between 0.405 and 0.802 for all questions, while the mean score in the post-test aligns between 3.5 and 5 with a standard deviation that wheels between 0.267 and 0.813, which significantly indicates high scores after the treatment. Therefore, the study highlights the significant impact of brain activation methods accompanied by multisensory integration as the neurocognitive approach to English language learning and speaking. The research suggests that education stakeholders and policymakers should consider this approach for successful English language learning to avoid overloading teenagers’ brains with heavy programs.

Students' SPLTV Problem Solving Ability Through Brain Based Learning (BBL) Model in Terms of Learning Style

Students' SPLTV Problem Solving Ability Through Brain Based Learning (BBL) Model in Terms of Learning Style

Enhancing students' numeracy literacy in human heredity material through a brain-based learning model

In this digital era, data and information in biology are increasingly presented in quantitative form that must be processed and interpreted. To deal with this, students' numeracy literacy becomes essential to train. This study aims to reveal an increase in students' numeracy literacy by implementing the brain-based learning model. This study used a quasi-experimental method with a pretest-posttest non-equivalent group design. The sample consisted of 28 students in the experimental class and 30 students in the control class who had been selected by random sampling. The instruments used were question sheets with various types, such as the Minimum Competency Assessment (MCA) questions. The findings of this study indicate that the experimental class has a higher N-Gain Score, which is 0.71 with high criteria, while in the control class, it is 0.60 with a moderate category. The better N-Gain Score can also be seen from each numeracy literacy indicator's analysis. This indicates that the brain-based learning model improves students' numeracy literacy more effectively. Based on these findings, further research can conduct a long-term study of applying the brain-based learning model to students' numeracy literacy to understand the sustainability of the improvements.Abstrak. Di era digital ini, data dan informasi dalam ilmu biologi semakin banyak disajikan dalam bentuk kuantitatif yang harus diproses dan diinterpretasikan. Dalam rangka menghadapi hal tersebut, literasi numerasi siswa menjadi hal yang penting untuk dilatih. Tujuan penelitian ini adalah untuk mengungkap adanya peningkatan literasi numerasi siswa melalui implementasi Model Brain Based Learning. Penelitian ini menggunakan metode eksperimen semu dengan desain pretest posttest non-equivalent group design. Sampel terdiri dari 28 siswa pada kelas eksperimen dan 30 orang siswa kelas kontrol yang telah dipilih secara random sampling. Instrumen yang digunakan adalah lembar soal dengan berbagai tipe seperti pada soal Asesmen Kompetensi Minimum (AKM). Temuan penelitian ini menunjukkan bahwa kelas eksperimen memiliki N-Gain Score yang lebih tinggi, yaitu sebesar 0.71 dengan kriteria tinggi, sedangkan pada kelas kontrol sebesar 0.60 dengan kategori sedang. Perolehan N-Gain Score yang lebih baik juga terlihat dari analisis setiap indikator literasi numerasi yang diteliti. Hal ini menandakan bahwa model Brain Based Learning lebih efektif dalam meningkatkan literasi numerasi siswa. Berdasarkan temuan tersebut, penelitian berikutnya dapat melakukan analisis jangka panjang dari penerapan Model Brain Based Learning terhadap literasi numerasi siswa untuk memahami keberlanjutan peningkatan yang dicapai.

The Effect of a Brain-based Learning Strategy on Developing The Reading Comprehension Skills of Faculty of Specific Education Prospective Teachers

The Effect of a Brain-based Learning Strategy on Developing The Reading Comprehension Skills of Faculty of Specific Education Prospective Teachers

Framework Brain-Based Learning: The Impact of Critical Thinking-Based Learning on Memory and Recall

<p>The research analyzes the potential of brain-based learning based on critical thinking on memory and memory. The purpose of this study is to produce a framework of brain-based learning methods, which integrate critical thinking in the learning process to students' memory and memory abilities. This study uses a qualitative descriptive method to collect and analyze data. Through literature review, relevant studies are obtained to produce a framework that can be implemented in learning. The findings suggest that brain-based learning, which centers on critical thinking activities, positively affects both memory retention and students' recall abilities. This research emphasizes the importance of incorporating critical thinking strategies into educational practices to improve learning outcomes. In conclusion, this study highlights the significant impact of brain-based learning on memory and recall.</p>

Improving Islamic Religious Education Learning Outcomes Utilizing the Brain-based Learning Model Based on Students' School Origin and Cognitive Stage

Improving Islamic Religious Education Learning Outcomes Utilizing the Brain-based Learning Model Based on Students' School Origin and Cognitive Stage

Brain-based Learning in Physics of Grade 7 Students

Brain-based Learning in Physics of Grade 7 Students

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.

Unraveling the Evolution of Brain-Based Learning in Indonesia: An In-Depth Exploration through Systematic Literature Review

Purpose: The objective of this research is to investigate how brain-based learning (BBL) has been adopted in Indonesia and its influence on the overall learning experience. Design/Approach/Methods: This research employs a systematic literature review methodology, adhering to the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines and utilizing the Scopus and Google Scholar databases. Out of 2198 articles initially identified, only 101 met the predetermined criteria, leading to subsequent content analysis. Findings: The findings indicate: (1) an upward trend in research activity from 2013 to 2019 followed by a decline from 2020 to 2024; (2) predominance of quasi-experimental approaches; (3) the relevance of BBL across various educational levels; (4) a focus on mathematics and science in research endeavors; and (5) the positive impact of BBL on diverse learning facets. Originality/Value: This study provides valuable insights for stakeholders keen on advancing BBL research, exploring novel avenues across different methodologies, educational domains, and expertise areas. Such endeavors foster innovation in BBL research, underscoring its beneficial role in enhancing the educational landscape in Indonesia.

Effect of Brain-Based Instructional Strategies on Achievement in Science of Elementary School Students with different Learning Styles.

No two individuals are alike and so are their learning styles. Brain-based learning strategies that are based on the core principles of human brain development can be promising in improving the achievement of students catering to the need of diverse learners with varying learning styles. These strategies are having a sound basis in Neurosciences and these strategies can be instrumental towards students’ performance as well as retention. The current research attempts to examine the effect of these strategies on achievement in science of elementary students with different learning styles. The sample of 100 students was taken which was randomly divided into two groups namely Experimental and Control Group. The students in the experimental group who received teaching using brain-based instructional methodologies outperformed than students in the control group on achievement test. In addition, students in the experimental groups with accommodation and divergent learning styles had considerably higher mean scores on achievement in science as compared to convergent and assimilation learning styles. Hence, the students' achievement in science improved significantly when they were taught using brain-based teaching methodologies.

The interaction between brain-based learning strategies and patterns of infographics and its influence on the development of information concepts among Saudi undergraduate cybersecurity students

The study reported in this paper investigates the impact of the interaction between brain-based learning strategies (spaced repetition and distributed practice - mental models) and patterns of infographics (static/animated) in e-learning environments and its impact on the development of informational concepts among cybersecurity students. The quantitative data were collected by means of Information Concept Test to determine the levels of information concepts according to the Frayer model (1969). The research sample consists of 80 male and female undergraduate students in Qassim University, who were classified into four quasi-experimental groups according to their preferred patterns in the infographic. Quantitative analysis of findings from this study shows an effect for the interaction between the variables of brain-based learning strategies (spaced repetition and distributed practice - mental models) and patterns of infographics (static/animated) in e-learning environments in the test scores of information concepts in the post-administration, where the significance level (.011) is less than the significance level (0.05). Findings also revealed that the repetition of information at increasing intervals of time using the infographics is effective to learning concepts in an organized manner and to improving short memory. Furthermore, the mental model’s strategy also helped to retain information. The study recommends encouraging the use of brain-based learning strategies and patterns of infographics (static/animated) in e-learning environments to explore the relationships between different scientific concepts, to expand students’ knowledge, and to discover inter-relationships between different subject elements. The study provides a platform for further research to employ different brain-based learning strategies within e-learning environments to acquire higher-order thinking skills and improve students’ memory and mental capacity with the use of modern technological techniques that achieve learning quality.

The Effect of the Brain Learning Strategy on the Development of Science Processes in the life Sciences Subject for Tenth Grade Students

This study aimed to reveal the effect of the brain learning strategy on the development of science processes in the life sciences subject for tenth grade students at Latin Patriarchate School- Fuhais, The sample was distributed into two groups; group (A) comprises the experimental group who learnt using the brain learning strategy, and group (B) comprises the control group who learnt using the conventional strategy, each of which consisted of (24) female and male students. To achieve the objectives of the study; a teacher’s guide was created outlining the activities for the educational strategy, and a scale of Science Process was created as an assessment tool. The scale was applied in the first semester (2021) and statistical methods: unilateral and binary analysis of variance were used to answer the study questions. The results showed statistically significant difference in favor of the experimental group positively without any significant difference due to the interaction of sex and teaching strategy. Based on the study's results, several recommendations were given, including the use of brain-based learning strategies to improve sciences processes skills in teaching life sciences.

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

The increasing prevalence of brain research and the fact that the findings reveal important arguments about the learning process have led to the proliferation of brain-based learning studies. Brain-based learning principles, introduced by Caine and Caine in 1991, are frequently used in the literature and shed light on educational research. However, in today's changing conditions, educational environments have remarkably differentiated, the opportunities for learners have increased more than ever before, threats such as the Covid-19 pandemic and natural disasters have directly affected education, and technological advances have made a breakthrough with artificial intelligence. There are studies evaluating 12 accepted and frequently used brain-based learning principles in the literature, but there is no review study that addresses brain-based learning principles in today's changing conditions. Therefore, this article aims to examine the principles of brain-based learning in today's changing conditions. Increasing threats in the rapidly changing world pose a risk to brain-based learning. Also, increasingly common helicopter parenting and artificial intelligence hinder brain-based learning, although they have some advantages. However, on the other hand, the fact that technological developments make educational environments richer and increase the opportunities for learners greatly facilitates brain-based learning. Thus, brain-based learning principles have become much more meaningful and gained great importance in today's world.

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