A Preliminary Study of Brain-Based Learning (BBL) and Intrapersonal Intelligence in Junior High School Mathematics Learning

Abstract

The purpose of this study is to describe junior high school mathematics learning activities and describe the suitability of the Brain-Based Learning (BBL) learning strategy which focuses on intrapersonal intelligence in junior high school mathematics learning. The research is descriptive and qualitative. The data were collected through documentation studies, observations, and interviews with teachers and students. Teachers and students of junior high school SMP Assahil Lampung Timur Indonesia were involved in this research. The results showed that teachers only used expository learning strategies in learning activities and unsatisfactory learning outcomes. The teachers were never selecting learning strategies which focus on students' internal factors to be applied in learning. Based on these, taking into account the characteristics of learning strategies, students and junior high school mathematics material, it can be assumed that the Brain-Based Learning (BBL) learning strategy by focusing on students' intrapersonal intelligence is appropriate to be applied in junior high school mathematics learning and to enhance student's learning outcomes.

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

“…For example, in Jordan At-Taraweh et al (2021) use of such an approach improved students' achievement in mathematics. This finding was repeated in Indonesia and other countries (Wijayanti et al, 2021;Riskiningtyas & Wangid, 2019;Priatna, 2017;Kartikaningtyas, V., Kusmayadi, T.A., & Riyadi, R., 2018;Noureen, G., Awan, R. N., & Fatima, H., 2017;Mastoni, E., Sumantri, M. S., & Ibrahim, N., 2019). This situation is similar to studies on the effectiveness of brain-based learning in physics; Saleh and Subramaniam (2019), Saleh (2012aSaleh ( , 2012bSaleh ( , 2012c and Sani et al (2019a) all found a positive effect of using BBL to improve students' performance in the subject.…”

Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy

“…A number of researchers have conducted investigations on the effect of BBT strategy on science students' achievement in secondary schools. While many of these studies have focussed on secondary school mathematics (Al-Tarawneh, Altarawneh & Karaki, 2021;Kartikaningtyas, Kusmayadi & Riyadi, 2018;Mastoni, Sumantri & Ibrahim, 2019;Mekarina & Ningsih, 2017;Noureen, Awan & Fatima, 2017;Priatna, 2017;Riskiningtyas & Wangid, 2019;Triana, Zubainur & Bahrun, 2019), others have focussed on finding the effect of BBT strategy on biology and chemistry secondary school students' achievement (Alanazi, 2020;Shabatat & Al-Tarawneh, 2016;Akyurek & Afacan, 2013;Varghese & Pandya, 2016).…”

A Systematic Literature Review on Enhancing the Success of Independent Curriculum through Brain-Based Learning Innovation Implementation

“…There are interesting findings in the application of the seven stages, namely, the use of mind maps, playing music, and implementing brain exercises (Husna et al, 2018;Riskiningtyas & Wangid, 2019;Sani et al, 2019;Suarsana et al, 2017;Yulian & Hayati, 2019;Zaqiah et al, 2022). Besides, there are learning modifications by utilizing animated videos (Winarti & Haq, 2013;Wulansari & Suarni, 2020;Yulian & Hayati, 2019), puzzle media (Mastoni et al, 2019), outdoor activities (Wahyudi & Widodo, 2020), and mini-games (Yudha et al, 2020). This suggests that Brainbased Learning seeks to create a learning environment that has a variety of alternatives.…”

“…Author Result (Aulia et al, 2021;Jazuli et al, 2019;Juniarti et al, 2022;Kartikaningtyas et al, 2017;Kusumaningrum et al, 2021;Mastoni et al, 2019;Mekarina & Ningsih, 2017;Sari Rahmatin & Suyanto, 2019;Wahyudi & Widodo, 2020;Widiana et al, 2017;Winarti & Haq, 2013;Wulansari & Suarni, 2020) Improving student learning outcomes. (Herliandry et al, 2018;Karolina, 2018;Susanti et al, 2019;Wiantara et al, 2020;Zaqiah et al, 2022) Improve critical thinking skills.…”