Brain-based Learning Research Articles

Students’ response to the implementation of brain-based learning (the BBL) approach in history teaching

This study focuses on how students respond to brain-based learning (the BBL) in History teaching to enhance cognitive, social, reflective, emotional, and physical aspects. The study used a survey-based approach and collected data through questionnaires, interviews, and two-month observations of three participating schools. Findings indicate that the teaching-learning process using the BBL approach helps educators understand students’ different characteristics and build a conducive classroom atmosphere that facilitates cooperation, historical reflection, as well as historical fact memorizing skills. However, it appears that this approach has not addressed students’ emotional intelligence, historical empathy, and stress management. Findings show that the students were still anxious when facing a History test involving a vast amount of data that required them to memorize facts even though they had been provided with training on different memorizing techniques. In addition, the students were not guided to express their feelings about a particular historical phenomenon. 
 
 Keywords: brain, history, learning, memorizing, textbook.

Neuroscientific Study on the Effect of Brain-Based Learning on Students' Intrinsic Motivation to Learn Mathematics

Neuroscientific Study on the Effect of Brain-Based Learning on Students' Intrinsic Motivation to Learn Mathematics

The Effect of Brain-Based Learning on Students' Self-Efficacy to Learn and Perform Mathematics: Implication of Neuroscience into School Psychology

The Effect of Brain-Based Learning on Students' Self-Efficacy to Learn and Perform Mathematics: Implication of Neuroscience into School Psychology

The Effect of GeoGebra on Students’ Abilities to Study Calculus

The study aimed to investigate the effect of GeoGebra on students’ ability to learn calculus. Calculus can be a challenging subject to teach. Moreover, students have problems, especially in connecting the concepts of calculus with the real world. Concerning gender, the study looked at the impact of utilizing GeoGebra Mathematical software on students’ calculus proficiency and ability to utilize GeoGebra software to learn calculus. The study developed a cycle model that posits nine steps to promote the teaching and learning process with the help of GeoGebra to improve the learning process. A quantitative research methodology was employed to achieve the goal of the study. A quasi-experiment with a pretest and posttest design was used in the quantitative part of the study. Students learning calculus were the subjects of the study, which took place at a university in Ethiopia. The quantitative data were analyzed using SPSS version 27. The results show that there is a significant difference between pretest and posttest in students’ performance (ability) when using GeoGebra mathematics software, indicating that students performed better after the intervention (F (1,64) = 10.495,p=0.002 < 0.05). The treatment benefited both high- and low-ability pupils in their brain-based learning, although students in the experimental group, both female and male, outperformed those in the control group. While the GeoGebra-oriented learning approach to calculus has the potential to improve competency, it is still necessary that it be structured (cycle model) to address a specific deficiency.

APPLICATION AND CONSTRAINTS OF BRAIN-BASED LEARNING IN PHYSICS EDUCATION

Purpose: This paper examines the application of brain-based learning in the teaching of Physics in the selected colleges of education in Oyo State. This study also seeks to identify the constraints and measure the perceptions of both students and teachers in the utilization of brain-based learning models in the teaching of Physics in the selected colleges of education.
 Methodology: This study adopted a quantitative research methodology in accomplishing the purpose and objectives identified. Multistage sampling was used in selecting a sample of 162 respondents (42 lecturers and 120 students). Instruments for data collection were Lecturers and Students Questionnaire Descriptive statistics (frequency and percentage counts) were used in analyzing the data.
 Findings: The results revealed that lecturers adopt the use of brain-based techniques in the teaching of optics, mechanics, and thermodynamics. However, in the teaching of concepts like nuclear physics relativity, and quantum mechanics the adoption level was low. A majority of lecturers further stated that this technique is only effective in a small class size. The responses of the students also point to the fact that a larger majority of them prefer a brain-based learning environment to the current teacher-focused mode of learning.
 Unique contribution to theory, practice and policy: It is recommended that educational training in Nigeria should focus not only on curriculum and students’ management but also on models such as brain-based learning in its practical dimension.

PENERAPAN BRAIN BASED LEARNING (BBL) BERBANTU GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP MATERI BANGUN DATAR

The ability of mathematical connections is needed by students, because mathematics is a unit, where mathematics material is related and related to other sciences. The purpose of this study is to improve students' mathematical connection skills through the application of geogebra-assisted brain based learning (BBL) on geometry transformation material. This research method is experimental research. This type of research is qualitative research. The population in this study were all students of SMP 253 Jakarta Class VIII for the academic year 2021/2022. The sample of this study consisted of one class VIII which was selected using random sampling technique. The instruments used in the study were tests, interviews and observations. The analytical technique used in this research is descriptive analysis. Activities in the analysis in this study are data reduction (data reduction), data presentation (data display), and conclusions. The validity of the data used with this research technique there are 3 namely persistence of observation, tringulas, peer checking. Based on the results of the analysis, it can be obtained from the application of Brain Based Learning (BBL) assisted by Geogebra in improving mathematical connection skills in class VIII class VIII SMP Negeri 253 Jakarta.

Desain Video Pembelajaran Matematika dalam Menghadapi Pandemi

During a pandemic like now, learning is done online. One of the media that is often used in online learning is learning videos. The purpose of writing this article is to examine the design of mathematics learning videos with Problem-solving, Problem Based Learning, and Brain-Based Learning models to deal with the pandemic. This article is the result of a literature review with the source of the study in the form of a journal article that discusses the design of mathematics learning videos. The results of this study include (1) problem-solving-based learning videos developed and designed to suit the characteristics of students to make it easier for students to understand the material presented in the video; (2) Problem Based Learning-based learning videos in their presentation using moving images and choosing the right colors can increase students' enthusiasm for learning; (3) Brain-Based Learning-based learning videos are designed by providing related facts/daily events related to learning materials.

Pengaruh Model Brain Based Learning terhadap Pembentukan Karakter Siswa di Sekolah Dasar

The Brain Based Learning (BBL) learning model builds students' knowledge based on the cognitive structure they already have and is based on how the brain works so that learning can be absorbed by the brain optimally. This study aims to determine the effect of the BBL model on the formation of students' character in elementary schools. Building character is an obligation not only at birth, but when the baby is in the womb. In addition, teachers, especially in elementary schools, have the same obligation in shaping character. In the process, teachers need to use a brain-based character education approach (neuroscience). This research uses qualitative research which is based on literature review. Based on the results of the study, it was found that quality education is education that is able to shape the character of its students. Character education is more effective if it uses a brain approach (neuroscience), because changing character begins with changing students' brains.

Implementasi Metode Brain-Based Learning dalam Pendidikan Agama Islam

The aims of this research was to analyze the learning outcomes of Islamic Education (PAI) subjects at SMK N 1 Saptosari by applying the Brain-Based Learning method. The type of research used was experimental research using quantitative research methods. The data collection technique chosen was the non-equivalent control group design test and a questionnaire that analyzed the comparison of learning outcomes and learning motivation for the experimental class and the control class. The data sources of this research were the pre-test and post-test scores as well as a learning motivation questionnaire from the respondents. The findings of this research were that there were significant differences in the learning outcomes and learning motivation of students in the control class and the experimental class due to differences in the learning methods applied. The final conclusion from this research was that the use of Brain-Based Learning methods for Islamic education in PAI material had a higher percentage in the experimental class than in the control class. It showed that the Brain-Based Learning method could improve student learning outcomes when applied to material that was relevant and relevant to students.

Applying the Principles of Brain-Based Learning in Social Work Education

This paper contributes to social work education by presenting brain-based learning as a theoretical framework to understand the impact of brain development and brain processes on learning and teaching. Historically, brain-based learning was adopted in elementary and secondary educational settings to assist educators in determining the pedagogical strategies most salient to supporting cognitive processes. However, in recent years, emphasis on brain-based learning has also emerged in higher education. It is more imperative than ever that faculty rely on evidence-based methods and models of teaching in the learning environment given the life stressors and trauma experienced by college students, including the coronavirus pandemic. Brain-based learning is a well-developed approach informed by theoretical constructs in neurology, psychology, biology, education, and medical science. Implementation of the key principles of brain-based learning are associated with improved academic performance, positively influenced motivation, and supported retention of knowledge. Brain-based learning is a model well-suited for implementation in social work education and supports the experiential practices embedded in social work pedagogy.

RESPON PESERTA DIDIK TERHADAP MODEL PEMBELAJARAN BERBASIS OTAK (MPBO) DALAM PEMBELAJARAN MEMBACA PEMAHAMAN

The purpose of this study was to determine student responses to the Brain-Based Learning Model (MPBO) in learning reading comprehension. This research method is qualitative. Data collection techniques using questionnaires or questionnaires in the form of a Likert scale. The data for each variable is processed by the following steps: grouping the data, tabulating the data, displaying the data in tabular form, calculating scores, displaying the data in the form of pictures, and drawing conclusions for each variable and as a whole. This study concludes that students consider MPBO to be good when used in learning reading comprehension. This can be seen from the perception score given by students, which is 424. If it is presented, the score becomes 84.50%. That is, that the perceptions of students are slightly agree.

The Effectiveness of Brain-Based Learning with Think Pair Share Setting in Terms of Achievement, Representation Ability, and Anxiety of High School Students

<p class="06ContentAbstract">Innovation in learning is needed by combining a learning approach and a classroom setting model to solve the problem of low student achievement and representation abilities. It can also be used as an effort to overcome problems in the aspect of attitude, for example, math anxiety. This study was aimed to (1) describe the effectiveness of the brain-based learning approach with a think pair share setting (BBL+TPS); (2) find out the difference between learning with BBL+TPS and the scientific approach; and (3) describe which one is more effective between the BBL+TPS and the scientific approach in terms of learning achievement, mathematical representation ability, and student’s math anxiety in statistics and probability. This study was a quasi-experimental study with the population being students of class X SMAN 2 Bantul, and the sample was students of classes X MIA 3 and X MIA 4, which were determined by using random sampling technique. The data collection techniques used are interviews, observations, and questionnaires. Data analysis techniques are descriptive and inferential statistics. The results show that: (1) BBL+TPS is effective; (2) there are differences in the effectiveness of learning between the BBL+TPS and the scientific approach; and (3) BBL+TPS is more effective than the scientific approach in terms of learning achievement and mathematical representation ability, but not more effective in terms of math anxiety.</p><p class="06ContentAbstract"> </p><p class="06ContentAbstract">Diperlukan suatu inovasi dalam pembelajaran dengan menggabungkan pendekatan pembelajaran dan model pengaturan kelas untuk menyelesaikan permasalahan prestasi belajar dan kemampuan representasi siswa yang rendah. Hal tersebut juga dapat digunakan sebagai upaya untuk mengatasi permasalahan dalam aspek sikap contohnya kecemasan matematika. Penelitian ini bertujuan untuk (1) mendeskripsikan keefektifan pendekatan brain-based learning dengan setting think pair share (BBL+TPS), (2) mengetahui adanya perbedaan antara pembelajaran dengan pendekatan BBL+TPS dan saintifik, dan (3) mendeskripsikan mana yang lebih efektif antara pendekatan BBL+TPS dan saintifik ditinjau dari prestasi belajar, kemampuan representasi matematika, dan kecemasan matematika pada materi statistika dan peluang. Penelitian ini merupakan penelitian eksperimen semu dengan populasi adalah siswa kelas X SMA Negeri 2 Bantul dengan sampel penelitian adalah siswa kelas X MIA 3 dan X MIA 4, yang ditentukan dengan menggunakan teknik random sampling. Teknik pengumpulan data yang digunakan antara lain wawancara, observasi, dan angket. Teknik analisis data yaitu statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa: (1) pendekatan BBL+TPS efektif, (2) ada perbedaan keefektifan pembelajaran antara pendekatan BBL+TPS dan saintifik, dan (3) pendekatan BBL+TPS lebih efektif dibandingkan dengan pendekatan saintifik ditinjau dari pretasi belajar dan kemampuan representasi matematika, namun tidak lebih efektif ditinjau dari kecemasan matematika.</p>

Improving Students Mathematical Critical Thinking Ability With Learning Modules Using Brain-Based Learning Models

The quality of mathematics learning is influenced by good teaching material and can facilitate students to be active in knowledge and improve mathematical critical thinking skills. Mathematical critical thinking skills focus on activities in analyzing a more specific idea. Developing a learning module using a brain-based learning model is necessary to improve mathematical critical thinking skills. This study aims to determine the characteristics of the learning module using a brain-based learning model that is valid, practical, and effective. This type of research is development research using the Plomp model, which consists of three stages, namely the preliminary, development, and assessment stages. The module is made using a Brain-based learning model for class X Junior High School (SMA). The instruments used are validation sheets, observation sheets, questionnaires, interviews, and tests. The results showed that the learning module using the brain-based learning model for class X SMA was valid, practical, and effective. The validity of the module reaches 78.6. In contrast, the practicality of the module is 91.67%. In terms of effectiveness, it can be seen from students' average mathematical critical thinking ability test results, namely from 52.2 to 88.1

أثر التدريس بالتعلم المستند للدماغ في التحصيل لدى طالبات الصف الخامس الادبي في مادة التاريخ

The current research aims to identify (the effect of teaching with brain-based learning on the achievement of raw-grade female studentsliterary history) Accordingly, the researcher formulated the following hypothesis: The first null hypothesis states that (there is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied according to brain-based learning and the average scores of the control group students who studied according to the usual method of achievement The researcher chose the experimental research method and experimental design with partial control, as well as caving between the experimental group and the control group with a number of variables, including (chronological age, mental abilities test).And the researcher chose the General Directorate of Education of Al-Qadisiyah Governorate in an intentional way to implement the research, as the researcher choseIn an intentional way, preparatory school (Sana'a) for girls, where the number of its students reached (62) students to conduct the experiment distributed amongTwo groups, experimental and control, and the researcher prepared the (achievement) test on her own, consisting of (37) paragraphs, and extractedIt has sincerity and stability until it became in its final form, consisting of(34) paragraphs Key words: Brain-based learning, achievement

The effect of brain-based learning on the achievement of fifth grade students in mathematics and their attitudes towards it

The aim of the current research is to identify (the effect of brain-based learning on the achievement of fifth-grade female students in mathematics and their attitudes towards it); The sample of the research consisted of (70) female students of the fifth scientific grade, and they were distributed equally into two experimental and control groups, with (35) students for each group. Lateral Thinking Test), the researcher prepared an achievement test consisting of (30) objective items of the type (multiple choice), and a measure of attitude towards mathematics consisting of (30) items with five alternatives (strongly agree, agree, disagree, disagree Strongly agree), distributed over six domains (attitude towards the nature of mathematics n direction towards the value of mathematics, towards enjoyment of mathematics, direction towards learning mathematics, direction towards mathematics school, and direction towards success in mathematics). The researcher taught the two groups, and after the experiment ended, the two tools were applied to the two research groups, and the results showed: * There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using brain-based learning and the average scores of the control group students who studied in the traditional way in the achievement test in favor of the experimental group. * There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using brain-based learning and the average scores of the control group students who studied in the traditional way in the measure of attitude towards mathematics in favor of the experimental group.

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

<p class="p1">Brain-based learning (BBL) has been described as an important pedagogy that can be effectively used to enhance different teaching methods or strategies. It uses essential principles from brain-based theory to alleviate the disadvantages inherent in traditional teaching methods to achieve classroom goals and objectives. The use of such learning has significant implications for the teaching and learning of science (biology, chemistry, mathematics, and physics) subjects at elementary and secondary school levels. In this review, we scrutinise and discuss the results from 25 peer-reviewed studies and underline the methodology and strategies used to advance the integration of brain-based learning within science classrooms. We make a meta-analysis systematic review of how such learning has been used in the science classroom, the success achieved, and the different constructs used to integrate it into elementary and secondary schools. The findings reveal that quasi-experimental studies have dominated the methods used in integrating brain-based learning in science classrooms. In addition, this type of learning topped the different constructs used in science classrooms, with its<span class="Apple-converted-space"> </span>integration mainly in relation to mathematics. It is concluded that the principles of brain-based learning pedagogy can be adequately used in science classroom instruction because they consider the uniqueness of each student’s brain. This paper therefore recommends appropriate and continuous integration of such learning in the science classroom, especially in subjects where integration is currently low.</p>

Brain-based learning in design and visual arts education: a bibliometric assessment of Scopus indexed literature

Background: This study aims to critically review, quantify, and assess research outcomes on brain-based learning with an evidence-based study on Scopus indexed literature, with a focus to understand the evolution structure and growth, detect trends, subject development, and most importantly, identify the gaps in the published body of literature that relates brain-based learning to design and visual arts education. Methods: Various scientometric tools were used to map, visualize, and analyze 186 research publications, indexed in Scopus in a twenty-year timespan ‘2001-2021’. Annual publication trends, relevant sources, prolific authors, authorship patterns, productive organizations and countries, funding agencies, keyword co-occurrence analysis, and thematic evolution mapping on brain-based learning publications were examined in this study. Results: Despite the significance to apply brain-based learning strategies in design and visual arts education to boost students’ knowledge and creative skills, the findings show a decline in quantities and growth patterns in brain-based learning research directed towards design disciplines in the past twenty years. Among the identified (186) documents published in (128) sources, with (1013) citations, the study detected only (57) research (30%) that were related to ‘design education,’ including those focusing on ‘instructional design, ‘and ‘syllabus design’ whereas only (3) articles were in ‘design and visual arts’ disciplines. Conclusion: These rather small numbers reflect the big gap in the current body of literature that associates brain-based learning with creativity-based disciplines, specifically in design and visual arts education. This infers the necessity to direct the attention of academics, researchers, and educationalists in the fields of design and arts towards brain-based learning applications, research and pedagogy.

The effectiveness of brain-based learning model (BBL) integrated with the whole brain teaching (WBT) model toward students’ retention

Retention of learning results is a measurement of students’ ability to remember the lesson being learned after an amount of time before. This research aimed at investigating the effectiveness of the Brain-Based Learning Model (BBL) integrated with the Whole Brain Teaching (WBT) model on the retention of students’ learning results. This research was a quasi-experiment using a posttest-only control group design. The population of this research was the students of State Junior High Schools in Malang in the 2017/2018 academic year. The samples were selected from State Junior High School 1, State Junior High School 4, State Junior high School 6, State Junior High School 8, State Junior High School 15, State Junior High School 17, Junior high school 25, and Junior High School 26. The results of the data analysis showed that the learning model provides a significant effect on the retention of students’ science learning in Junior High schools in Malang. LSD notation shows that the effect of the WBT model integrated BBL model on student learning retention is lower as much as 6,79% and significantly different compared to the WBT model. The effect of that model is significantly different from the effect of BBL learning but higher as much as 8,06% and significantly different compared to the effect of the BBL learning model as well as higher (14,12%) and significantly different compared to the effect of conventional learning.

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 in design and visual arts education

Brain-based learning in design and visual arts education