Pengaruh Model Brain Based Learning dan Problem Based Learning terhadap Keterampilan Berpikir Kompleks Matematis ditinjau dari Kreativitas Siswa Sekolah Dasar di Kabupaten Bima

Abstract

Fakta yang terjadi terhadap kualitas pendidikan sekolah dasar di Kabupaten Bima mengalami penurunan hal ini sesuai dengan data PISA dan TIMSS. Tujuan penelitian untuk mengethui 1) Perbedaan keterampilan berpikir kompleks matematis yang diberi perlakukan dengan Model Brain Based Learning dengan Problem Based Learning pada siswa Sekolah Dasar; 2) interaksi antara Model Brain Based Learning dan Problem Based Learning terhadap keterampilan berpikir kompleks matematis yang ditinjau dari kreativitas siswa Sekolah Dasar; 3) perbedaan keterampilan berpikir kompleks matematis pada siswa yang diberi perlakukan Model Brain Based Learning dan Problem Based Learning yang memiliki kreativitas tinggi; 4) perbedaan keterampilan berpikir kompleks matematis pada siswa yang diberi perlakukan Model Brain Based Learning dan Problem Based Learning yang memiliki kreativitas rendah. Metode penelitian ini merupakan penelitian eksperimen yang didesain dengan treatment by level 2x2. Subjek penelitian di SDN Nggembe dan SDN Rada di Kabupaten Bima. Hasil penelitian menujukkan bahwa untuk hipotesis pertama mengatakan bahwa terdapat perbedaan keterampilan berpikir kompleks matematis pada siswa yang diberi model Brain Based Learning dengan siswa yang diberi model Problem Based Learning. Hipotess kedua mengatakan adanya interaksi antara pembelajaran yang diberikan dengan tingkat kreativitas siswa terhadap keterampilan berpikir kompleks matematis siswa. Hipotesis ketiga mengatakan bahwa adanya perbedaan keterampilan berpikir kompleks matematis antara siswa yang diberikan model Brain Based Learning dengan yang diberikan model Problem Based Learning pada kelompok siswa dengan kreativitas tinggi. Hipotesis keempat perbedaan keterampilan berpikir kompleks matematis antara siswa yang diberikan model Brain Based Learning dengan yang diberikan model Problem Based Learning pada kelompok siswa dengan kreativitas rendah. Penelitian ini sangat direkomendasikan keberlanjutan dalam terus melakukan penelitian karena penting untuk teliti lebih lanjut.

Implementation of Brain-Based Learning Approach to Increase Mathematics Learning Interest and Outcomes of Third-Grade Students

“…Previous research findings also reveal that appropriate learning approaches can help students understand mathematics learning (Ruslam et al, 2023;Winata & Friantini, 2018). Other research also reveals that Brain-Based Learning (BBL) combines neuroscience principles with learning practices to create better learning experiences, focusing on how the brain effectively processes information and builds new understanding, thereby improving student learning outcomes (Adiansha & Sani, 2021;Shabatat & Al-Tarawneh, 2016;Silvana & Wibisono, 2016). Based on this, the Brain-Based Learning (BBL) approach can be used in mathematics learning.…”

“…One approach that can be used to improve student learning outcomes is the Brain-Based Learning Approach. The Brain-Based Learning approach is a learning approach that is based on an understanding of how the human brain learns and processes information (Adiansha & Sani, 2021;Greipl et al, 2021;Solihat et al, 2017). This concept emphasizes the importance of understanding neuroscientific principles to improve learning effectiveness.…”

“…This concept emphasizes the importance of understanding neuroscientific principles to improve learning effectiveness. Teachers' understanding of brain-based learning will help teachers design learning methods that suit the way the brain receives, stores and accesses information (Adiansha & Sani, 2021;Greipl et al, 2021;Nurasiah et al, 2022;Solihat et al, 2017).…”

Audio-Visual Learning Media Based on Digital Literacy on the Topic of the Water Cycle

“…However, the current problem is still poor learning. Previous research findings also reveal that many teachers are still confused about determining the right learning model (Adiansha & Sani, 2021;Aliyah & Wahjudi, 2021). Other research also reveals that teachers have difficulty designing appropriate learning media for students (Chasanah et al, 2019;Yamin & Karmila, 2020).…”

Implementation of Content Mastery Services in Overcoming Problems of Student Learning Difficulties

“…However, in reality, every student's learning activities only sometimes occur normally. Sometimes they do not; sometimes, they quickly grasp what is learned, and sometimes it is difficult to understand (Adiansha, 2019;Kusumawardani et al, 2018;Silvana & Wibisono, 2016). Learning activities for each student do not always take place normally, sometimes they don't, sometimes they quickly grasp what is learned, sometimes it is very difficult to understand it (Delawati et al, 2019;Yuliani et al, 2018).…”