Mathematical creative thinking ability of students in treffinger and brain-based learning at junior high school

Abstract

The purpose of this experiment was to comprehensively examine whether innovative Brain-Based Learning and Treffinger learning was effective for developing mathematical creative thinking ability at junior high school. The research design was a quasi-experimental non-equivalent control-group design. The population was all grade VIII students at Junior High School in the 2019/2020 school year. The samples were two classes determined by a randomized class. Data collection techniques with tests. Data analysis were using the z-test and the t-test. The results of this study were the percentage of students in the class that applied the Treffinger learning achieved classical completeness and the mean of creative thinking ability of students in the class that applied the Treffinger learning was more than the mean mathematical creative thinking ability of students in the class that applied Problem-Based Learning. The percentage of students in the Brain-Based Learning class achieved classical completeness and the mean mathematical creative thinking ability of students with Brain-Based Learning was higher than the students with Problem-Based Learning. There is no significant mean difference between the students’ mathematical creative thinking ability in the class that apply Brain-Based Learning and Treffinger learning. This research concludes that innovative learning Brain-Based Learning and Treffinger learning is effective for developing mathematical creative thinking ability at junior high school.

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

“…For example, in Jordan At-Taraweh et al (2021) use of such an approach improved students' achievement in mathematics. This finding was repeated in Indonesia and other countries (Wijayanti et al, 2021;Riskiningtyas & Wangid, 2019;Priatna, 2017;Kartikaningtyas, V., Kusmayadi, T.A., & Riyadi, R., 2018;Noureen, G., Awan, R. N., & Fatima, H., 2017;Mastoni, E., Sumantri, M. S., & Ibrahim, N., 2019). This situation is similar to studies on the effectiveness of brain-based learning in physics; Saleh and Subramaniam (2019), Saleh (2012aSaleh ( , 2012bSaleh ( , 2012c and Sani et al (2019a) all found a positive effect of using BBL to improve students' performance in the subject.…”

“…This was followed by the integration of BBL in secondary schools, which accounted for 16% of the studies. These include those by Al-Tarawneh et al (2021), Alanazi (2020) and Wijayanti et al (2021). 12% of the studies conducted on the integration of BBL in science classrooms focused on form school students (3 studies), namely those of Saleh (2012a;2012b;2012c), while only 8% of the studies were conducted on primary schools.…”

“…A number of studies on the use of brain-based learning in the classroom show that its use impacts students' achievement positively. Al-Tarawneh, A., Altarawneh, A. F., & Karaki, W. K. (2021), Alanazi (2020), Al-Balushi andAl-Balushi (2018), Saleh and Subramaniam (2019), Sani (2019), Wijayanti, K., Khasanah, A. F., Rizkiana, T., Mashuri, Dewi, N. R., & Budhiati, R. (2021) and Riskiningtyas and Wangid (2019) demonstrate that such learning improved students' achievement in primary and secondary school science, in subjects including the major core ones of biology, chemistry, physics, and mathematics. Few studies have not found a significant positive effect of the use of brain-based learning on students' achievement.…”

Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy

“…This implies that these constructs relies on brain-based theory principles for their integration in the classroom. Some of these construct include brain-based learning (Al-Tarawneh et al, 2021;Alanazi, 2020;Al-Balushi & Al-Balushi, 2018;Riskiningtyas & Wangid, 2019;Sani et al, 2019;Wijayanti, Khasanah, Rizkiana, Mashuri, Dewi & Budhiati, 2021), brain-based learning approach (Akyürek & Afacan, 2013) brain-based teaching (BBT) (Saleh, 2012a;Saleh, 2012b), brain-based teaching approach (Saleh, 2012c) and brain-based teaching methods (Saleh & Subramaniam, 2019).…”