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

Abstract

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

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

“…This will result in comprehensive information on how the relevance of brain-based learning in optimizing the implementation of the independent curriculum in Indonesia. Herliandry et al, 2018;Husna et al, 2018;Jailani, 2021;Jazuli et al, 2019;Juniarti et al, 2022;Mekarina & Ningsih, 2017;Meri & Wulan, 2019;Permana & Kartika, 2021;Putri et al, 2019;Riskiningtyas & Wangid, 2019;Sani et al, 2019;Sari Rahmatin & Suyanto, 2019;Setyaningtyas & Harun, 2020;Suarsana et al, 2017;Sukoco & Mahmudi, 2016;Wijayanti et al, 2021;Winarti & Haq, 2013;Wulansari & Suarni, 2020;Yudha et al, 2020;Yulian & Hayati, 2019;Zaqiah et al, 2022) Using syntax which generally consists of 7 stages, namely (1) pre-exposure; (2) preparation; (3) initiation and acquisition; (4) elaboration; (5) memory incubation and coding; (6) verification and checking; and (7) celebration and integration (Badriyah et al, 2020;Handayani & Purwati, 2022;Kartikaningtyas et al, 2017Kartikaningtyas et al, , 2018Kusumaningrum et al, 2021;A. E. Lidiastuti et al, 2020;A.…”

“…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.…”

The Role of Brain-Based Learning in Training Students' Critical Thinking Skills

“…The BBL model can direct students to learn optimally by optimizing the potential function of the left and right brain (Lutfillah et al, 2022). This model consists of 7 steps: pre-exposure, preparation, initiation and acquisition, elaboration, incubation and memory organization, verification or checking, and celebration and integration (Mubasyira et al, 2021;Murniati et al, 2023;Susriyati et al, 2023;Wulansari & Suarni, 2020;zakiah et al, 2022). Thus, to enhance students' critical thinking ability, the learning design is implemented in the learning process in this study.…”

The Influence of Riko the Series on the Learning Outcomes of the Water Cycle for Elementary School Students

“…TThe use of animated video learning has been demonstrated to be enjoyable and in accordance with the preferences of students (Prasetya, Yanti, Nurrahman, & Aeni, 2022). The application of brain-based learning models with animation has a substantial impact on the outcomes of science education (Wulansari & Suarni, 2020). The created animated videos can serve as an alternative educational tool for the colloidal system subject, aiming to enhance students' interest in the learning process (Wulan Sadewi & Kamaludin, 2023).…”