The Influence of Brain Based Learning Model Toward Mathematical Problem Solving Skill of Elementary School Students

This research is motivated by the low ability of mathematical problem solving of students and the lesson of mathematics less attention to the differences of intelligence of elementary school students. Brain Based Learning model is a learning model that is designed according to brain performance in thinking and solving problems. This model is suitable to solve the problem. The purpose of this study was to measure the difference  of mathematical problem solving ability among students who obtained learning using Brain Based Learning model with students who received conventional learning. The method used is quasi experiment with design of non-equivalent control group desaign. The study was conducted as many as nine treatments. The research instrument used is problem solving and observation sheet. Data collection technique is done through pretest and posttest which then analyzed using normality test, homogeneity test, and mean difference. The population of this study were all elementary school students in Kiaracondong subdistrict of Bandung with class V sample SDN 161 Sukapura as experimental class and class V SDN 162 Warungjambu as control class. The average pretest grade of the experimental class is 23.83, while the average pretest grade of control is 22.28, it can be seen that the initial ability of the two classes does not differ significantly. The mean value of the experimental class posttest is 78.72, while the mean posttest grade of the control is 65.28. The average gain of the normalized experimental class is 0.7 with the high category, while the normalized gain average of the control class is 0.5 in the moderate category. The test result of the Independent T-Test posttest shows the number 0.000. It can be concluded that there is a significant difference of mathematical problem solving ability among students who obtained learning using Brain Based Learning model with students who received conventional learning. The researcher suggests implicating the model in elementary school so that students\u27 mathematical problem solving ability develops optimally

PEMBELAJARAN BRAIN GYM (SENAM OTAK) MENGGUNAKAN STRATEGI COOPERATIVE LEARNING TOGETHER PADA MATERI BILANGAN BULAT SISWA KELAS VII di SMP MUHAMMADIYAH 4 MALANG

This study aims to determine: (1) How the activities of students in learning Brain Gym (brain gym) use cooperative learning strategies together (2) How do students' response to learning Brain Gym (brain gym) use cooperative learning strategies together (3) How learning completeness Brain Gym students after learning (brain gym) use cooperative learning strategies together This study is descriptive and instruments used in data collection is a test result of learning, student activity sheets observation, and questionnaire responses of students.Objects in this study were students of class VII Junior High School 4 Malang with integers material. Data collection is to use the observation sheet to determine the activity of students, the questionnaire is to study the response of students as well as the final test for the completeness result of learning. The results showed that: (1) activity in learning mathematics students with learning Brain Gym (brain gym) use cooperative learning strategies together on material integers, an increase from the first meeting until last. The largest activity lisening activities amounted to 83.33% with both criteria. (2) students' response to learning mathematics with Brain Gym (brain gym) use cooperative learning strategies together on material integers positive results. With an average rating of 3.33% with approved category and the percentage response of 88.98% answered agree. (3) mastery learning students based on final test results, according to (standard school), from 17 students, there are 2 students who are not exhaustive, and 15 students who completed their study with a total percentage of 88.24%, while the completeness criteria according to study results (MONE) of 17 students, there are 4 students who did not complete and 13 students who completed their study with the percentage of completeness of 76.5%. This shows that learning with Brain Gym (brain gym) use cooperative learning strategies together provide a positive influence on student activities, student response and thoroughness of student learning. Keywords: Learning with Brain Gym (brain gym), activities, student learning completeness

Pengaruh Model Brain-based Learning Berbantuan Media Visual Terhadap Hasil Belajar IPA Ditinjau Dari Sikap Ilmiah Siswa Kelas V SD Gugus I Kecamatan Banjar Tahun Pelajaran 2013/2014

Penelitian ini bertujuan untuk mengetahui pengaruh model Brain-Based Learning berbantuan media visual terhadap hasil belajar IPA siswa kelas V ditinjau dari sikap ilmiah. Populasi penelitian ini adalah siswa kelas V SD Gugus I Kecamatan Banjar yang berjumlah 193 orang. Sampel penelitian dipilih dengan teknik random sampling berjumlah 88 orang dari 4 sekolah yang terdiri dari 2 kelas eksperimen dan 2 kelas kontrol. Desain penelitian adalah desain dua faktor dengan instrumen tes hasil belajar IPA dan kuesioner sikap ilmiah. Data hasil belajar dianalisis dengan anava dua jalur. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan yang signifikan hasil belajar IPA antara siswa yang mengikuti model Brain-Based Learning berbantuan media visual dan siswa yang mengikuti model konvensional; (2) terdapat pengaruh interaksi antara model pembelajaran dan sikap ilmiah terhadap hasil belajar IPA; (3) pada siswa yang memiliki sikap ilmiah tinggi, hasil belajar IPA siswa yang mengikuti model Brain-Based Learning berbantuan media visual lebih baik dari pada siswa yang mengikuti model konvensional; dan (4) pada siswa yang memiliki sikap ilmiah rendah, hasil belajar IPA siswa yang mengikuti model konvensional lebih baik dari pada siswa yang mengikuti model Brain- Based Learning berbantuan media visual. Kata Kunci : hasil belajar IPA, media visual, model Brain-Based Learning, sikap ilmiah This study aimed at finding out the influence of Brain-Based Learning model aided visual media of the fifth grade student for science learning achievement based on scientific attitude. The population of study were fifth grade students in Cluster I Banjar Sub-district which totaled 193 students. The samples of study which selected using random sampling technique totaled 88 students from four schools which consisted of 2 classes experiment and 2 classes control. This study design was two factors design with instruments science learning achievement test and scientific attitude quesioner. The data of science learning achievement was analyzed by two-tailed anova. The result of this study shows that (1) there is significance difference in science learning achievement between students who following Brain-Based Learning model aided visual media and students who following conventional model; (2) there is interaction effect between learning model and scientific attitude towards science learning achievement; (3) for students who have high scientific attitude, science learning achievement of students who following Brain-Based Learning model aided visual media are more better than students who following conventional model; and (4) for students who have low scientific attitude, science learning achievement of students who following conventional model are more better than students who following Brain-Based Learning model aided visual media

The neural correlates of speech motor sequence learning

Speech is perhaps the most sophisticated example of a species-wide movement capability in the animal kingdom, requiring split-second sequencing of approximately 100 muscles in the respiratory, laryngeal, and oral movement systems. Despite the unique role speech plays in human interaction and the debilitating impact of its disruption, little is known about the neural mechanisms underlying speech motor learning. Here, we studied the behavioral and neural correlates of learning new speech motor sequences. Participants repeatedly produced novel, meaningless syllables comprising illegal consonant clusters (e.g., GVAZF) over 2 days of practice. Following practice, participants produced the sequences with fewer errors and shorter durations, indicative of motor learning. Using fMRI, we compared brain activity during production of the learned illegal sequences and novel illegal sequences. Greater activity was noted during production of novel sequences in brain regions linked to non-speech motor sequence learning, including the BG and pre-SMA. Activity during novel sequence production was also greater in brain regions associated with learning and maintaining speech motor programs, including lateral premotor cortex, frontal operculum, and posterior superior temporal cortex. Measures of learning success correlated positively with activity in left frontal operculum and white matter integrity under left posterior superior temporal sulcus. These findings indicate speech motor sequence learning relies not only on brain areas involved generally in motor sequencing learning but also those associated with feedback-based speech motor learning. Furthermore, learning success is modulated by the integrity of structural connectivity between these motor and sensory brain regions.R01 DC007683 - NIDCD NIH HHS; R01DC007683 - NIDCD NIH HH