Brain-Based Learning: The Impact on Student’s Higher Order Thinking Skills and Motivation

Permana, Ardian Agus; Kartika, Ika

doi:10.24042/jipfalbiruni.v10i1.6908

Cited by 8 publications

(7 citation statements)

References 13 publications

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“…Namely, the implementation of the BBL learning model affects the critical thinking skills of senior high school students. These results are relevant to the effects of Lusiana's research [14]; Permana [15]; Gladys [16]; Orengwu Okatahi [17], that students' necessary thinking skills in classes given physics learning with the Brain-Based Learning learning model are significantly different when compared to types offered physics learning using conventional methods, with the effect size category being moderate. Classes given physics learning with the BBL model have higher critical thinking skills than classes that use traditional methods.…”

Section: A Educator Interview Resultsmentioning

confidence: 95%

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

Asfar

Permana

Fauzan

et al. 2022

Numerical: J.Mat and Pend.Mat

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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

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Section: A Educator Interview Resultsmentioning

confidence: 95%

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

Asfar

Permana

Fauzan

et al. 2022

Numerical: J.Mat and Pend.Mat

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“…Brain-based learning can improve mathematical problem-solving abilities based on students' cognitive styles. [36] that the brain-based learning approach can improve higher-order thinking skills and student motivation more effectively than traditional approaches [37]. Brain-based learning improves problem solving skills better than the control class which uses problem-based learning [38].…”

Section: Resultsmentioning

confidence: 99%

Mathematical Connections Through Brain-Based Learning with Geogebra Assistance

Susilawati,

Siti Nursalimah,

Maryono

2024

KSS

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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

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“…Oneway BBL can improve critical thinking skills is by promoting active engagement and deep processing of information. BBL strategies such as hands-on activities, problem-solving tasks, and inquiry-based learning stimulate multiple regions of the brain involved in higher-order thinking processes (Antonio & Prudente, 2023;Permana & Kartika, 2021;Primahesa et al, 2023). When students actively participate in learning experiences that require analysis, evaluation, and synthesis of information, their critical thinking skills are naturally exercised and strengthened.…”

Section: Discussionmentioning

confidence: 99%

Fostering Critical and Creative Thinking in Mathematics: A Study on Brain-Based and Problem-Based Learning

Telussa,

Kaihatu,

Arjanto

2024

PiJIES

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The study looked at how using brain-based learning (BBL) and problem-based learning (PBL) together could help 7th-grade students improve their critical and creative thinking in math at SD Negeri 02 Nabire. They wanted to see if these methods could fill gaps in traditional teaching by making learning more inclusive. They used a type of research design that compares two groups, one getting the new teaching methods and the other not, to see if there's a difference. They tested 58 students before and after the new methods using various statistical tools and found that both BBL and PBL made a big difference in how well students could think critically and creatively. This study adds to what we know about how BBL and PBL can make math learning better. It shows that when teaching matches how students learn best, they do better in math and are more ready for future challenges.

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Brain-Based Learning: The Impact on Student’s Higher Order Thinking Skills and Motivation

Cited by 8 publications

References 13 publications

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

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

Mathematical Connections Through Brain-Based Learning with Geogebra Assistance

Fostering Critical and Creative Thinking in Mathematics: A Study on Brain-Based and Problem-Based Learning

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