The development of textbook based on brain-based learning (BBL) in material organization system of life for the junior high school science

Waluyo, Joko; Prihatin, Jekti; Ihsanullah,

doi:10.1088/1755-1315/747/1/012111

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…This activity helps students inquire and give an impression about the concept of the lesson that has been received. Learning that gives the impression can positively improve retention (Kusumaningrum et al, 2021). Celebrations build positive responses that help construct students' memory of the concepts studied (DeSipio et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

2023

pegegog

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The learning model should be able to improve student's learning abilities. The Brain-Based Whole Learning (BBWL) model is one of the alternative learning models that can improve students' retention achievement, supported by scientific literacy and concept mastery. This study aims to determine the effect of the BBWL model on students' scientific literacy, concept mastery, and retention. This research method was quasi-experimental, with a sample of four classes taken randomly. The total sample was 132 students in grade XI Science Specialization in Madrasah Aliyah Bengkulu who enrolled in Biology. The data were analyzed using the ANOVA test after the assumption test was carried out, namely the normality and data homogeneity test. The results showed an effect of the BBWL model on students' scientific literacy skills, concept mastery, and retention. There is a significant difference between the BBWL model with BBL, WBT, and control. Based on the study results, it can be concluded that the BBWL model can improve students' retention achievement by supporting the result of good scientific literacy and concept mastery.

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Section: Discussionmentioning

confidence: 99%

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

2023

pegegog

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“…Fig 3 also shows that 16% of the studies on BBL centred on science (four studies). These included those of Al-Balushi and Al-Balushi (2018), which was conducted in Muscat, and of Kusumaningrum et al (2021), Willis (2007), andYasar (2017). 12% of the studies focused on biology classrooms (three studies), namely those by Varghese and Pandya (2016), Akyürek and Afacan (2013) and Aydin and Yel (2011).…”

Section: Discussionmentioning

confidence: 99%

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

Bada

Jita

2022

International Journal of Pedagogy and Teacher Education

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<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>

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“…Apart from the usage of mnemonic technique in mathematics learning, numerous studies have also employed the technique in other subjects. Kusumaningrum et al (2021) employed mnemonic method in developing textbook based on brain-based learning. The results showed that the learning outcome of students has increased.…”

Section: Literature Reviewmentioning

confidence: 99%

A FUYOH-MATH Strategy via Mnemonic Technique for Engineering Mathematics Learning

Ng¹,

Tukiman²,

Mohamad³

2023

IJARPED

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This paper examines mathematics learning strategy to solve mathematics problem. Whenever engineering students are given difficult or non-routine mathematics problems, their lack of confidence or insufficient proper learning strategy are some of the factors causing them to give up easily on solving the problems. The objectives of this paper are to develop an innovative mathematics learning strategy named as FUYOH-MATH via mnemonic technique and to adopt the learning strategy in mathematics learning through examples. FUYOH-MATH was created by combining "MATHEMATICS" and a Malaysian localized slang "FUYOH" that is well-known by most people including youth in Malaysia. The FUYOH-MATH strategy is formed by mnemonic technique by taking the first letters of the four elements namely (1) F: Fundamental formula learning, (2) U: Understand formula, (3) M: Memorize formula, (4) A: Apply formula. The strategy is illustrated by two examples including learning a simple elementary Algebra topic and solving a complex Ordinary Differential Equation. The learning strategy and the examples presented in this paper could serve as a reference for other mathematics learners and educators in enhancing classroom mathematical learning. The development of this learning strategy contributes to the mathematics learning pedagogy in empowering student's mathematics learning skill.

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The development of textbook based on brain-based learning (BBL) in material organization system of life for the junior high school science

Cited by 4 publications

References 9 publications

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

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

A FUYOH-MATH Strategy via Mnemonic Technique for Engineering Mathematics Learning

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