Enhancing students’ motivation through brain-based learning

Sani, A.; Rochintaniawati, Diana; Winarno, Nanang

doi:10.1088/1742-6596/1157/2/022059

Cited by 5 publications

(12 citation statements)

References 5 publications

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“…The N-gain scores for the cognitive level questions C1 and C2 were in a low category, C3 in the medium category and C4 obtained the high N-gain category. This result was influenced by many questions at the levels C1 and C2 questions, while the cognitive level questions C4 are equipped with many pictures and only one question requires calculation (Sani, Rochintaniawati and Winarno 2019). On the other hand, the findings (Sani, Rochintaniawati and Winarno 2019) also agree with the findings in this study.…”

Section: Student Achievement At the Cognitive Levelsupporting

confidence: 90%

“…The study found that based on N-gain, the cognitive level of C1 has a higher category than C2 and C3. However, this finding has differences in the study results (Sani, Rochintaniawati and Winarno 2019). The N-gain scores for the cognitive level questions C1 and C2 were in a low category, C3 in the medium category and C4 obtained the high N-gain category.…”

Section: Student Achievement At the Cognitive Levelmentioning

confidence: 65%

“…Good concept mastery is also influenced by authentic assessment learning models. It approaches through project-based learning (Andanawarih, Diana and Amprasto 2019), STEAM (Wandari, Wijaya and Agustin 2018), multiple intelligence-based learning (Pratiwi, Rochintaniawati and Agustin 2018), and Brain-Based Learning (Sani, Rochintaniawati and Winarno 2019). In this study, the authors conducted research using a challenge-based learning (CBL) model to investigate the improvement of students' physics concept mastery.…”

Section: Introductionmentioning

confidence: 99%

“…Students' concept mastery can be improved based on students' experience in solving challenges. In previous studies, the improvement in concept mastery was analyzed through the value of N-gain (Andriani, Sunyono and Abdurrahman 2018;Furqani, Feranie and Winarno 2018;Pratiwi, Rochintaniawati and Agustin 2018;Wandari, Wijaya and Agustin, 2018;Andanawarih, Diana and Amprasto 2019;Salsabila et al 2019;Sani, Rochintaniawati and Winarno 2019). The progress in concept mastery was also analyzed using ANOVA test (Satriawan, Liliasari and Setiawan 2019;Amalia et al 2020) and t-test (Setiawan, Sopandi and Hartati 2020).…”

Section: Introductionmentioning

confidence: 99%

“…EQUATION 1 is a fundamental concept of hydrostatic pressure. Several previous studies analyzed students' conceptual mastery based on the revised edition of Bloom's taxonomy (Vania, Setiawan and Wijaya 2018) at cognitive levels C2 -C4 (Saprudin, Liliasari and Prihatmanto 2017), C1 -C3 (Furqani, Feranie and Winarno 2018;Yalçın and Şevik 2019), C1 -C4 (Sani, Rochintaniawati and Winarno 2019;Amalia et al 2020), and C4 -C6 (Wicaksono, Wasis and Madlazim 2017;Wandari, Wijaya and Agustin 2018;Salsabila et al 2019). In this study, the author will analyze the characteristics of students' mastery of physics concepts at cognitive levels C1 to C6 according to Bloom's Taxonomy (Vania, Setiawan and Wijaya 2018).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

Bohori

Liliawati

Suwarma

et al. 2022

jpppf

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Concept mastery is one of the main goals in the learning process. This study aimed to analyze the improvement of students’ physics concept mastery by implementing challenge-based learning with Edmodo-assisted learning. This study used mixed methods with an embedded experimental model research design. The research sample was 10th-grade students in a public vocational school’s food crops and horticulture agribusiness program. Data analysis employed the Rasch model with the help of ministeps software version 4.1.1. The results of this study indicate a significant increase in students’ conceptual mastery of +3.44 logit. The average logit value of students’ abilities is higher than the average logit value of the item difficulty level. Students’ physics concept mastery can be improved through the challenge-based learning model assisted by Edmodo.

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Section: Student Achievement At the Cognitive Levelsupporting

confidence: 90%

Section: Student Achievement At the Cognitive Levelmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

Bohori

Liliawati

Suwarma

et al. 2022

jpppf

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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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Global Study Unveils Mind Mapping's Impact on Reading Skills

Fitrawantono,

Astutik

2024

ijemd

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This study investigates the effectiveness of the Mind Mapping Technique in improving reading comprehension among sixth-grade students in Sidoarjo, Indonesia. Using a pre-experimental design with pretest and posttest assessments, data from 20 students at Temu 2 Prambon Elementary School were analyzed using SPSS 26. Results show a significant improvement in post-test scores (average 68.5) compared to pre-test scores (average 49.5), indicating the positive impact of Mind Mapping on reading comprehension. These findings underscore the potential of Mind Mapping as an effective tool for educators to enhance students' reading skills, particularly in understanding descriptive content, offering valuable insights for educational practices in similar settings. Highliht: Effective Mind Mapping: Enhances sixth-grade reading comprehension. Quantitative Analysis: Validates method using SPSS. Educational Implications: Recommends Mind Mapping for elementary education. Keyword: Mind Mapping, Reading Comprehension, Elementary Education, Pre-experimental Design, SPSS Analysis

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Enhancing students’ motivation through brain-based learning

Cited by 5 publications

References 5 publications

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

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

Global Study Unveils Mind Mapping's Impact on Reading Skills

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