scholarly journals KETERAMPILAN BERPIKIR KRITIS: MODEL BRAIN-BASED LEARNING DAN DAN MODEL WHOLE BRAIN TEACHING

2019 ◽  
Vol 3 (2) ◽  
pp. 9-14
Author(s):  
Denna Delawati
Keyword(s):  
Whole Brain ◽  
Whole Brain Teaching ◽  
Brain Based Learning ◽  
Static Group ◽  
Learning Data

Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berpikir krtitis siswa dengan menggunakan model pembelajaran Brain-Based Learning dan model Whole Brain Teaching pada muatan IPA kelas V SDN 3 Senggreng Kecamatan Sumberpucung. Jenis penelitian ini adalah Pra-Eksperimental Design dengan rancangan The Static Group Pretest-Posttest Design. Sampel yang digunakan adalah seluruh kelas 5A sebagai eksperimen 1 dan kelas 5B sebagai eksperimen 2. Instrumen penelitian yang digunakan berupa tes untuk menguji berpikir kritis siswa. Hasil analisis data menunjukkan bahwa keterampilan berpikir kritis dengan menggunakan model Whole Brain Teaching lebih tinggi dibandingkan menggunakan model Brain-Based Learning. Data yang diperoleh menggunakan analisis Uji-t. Dari hasil Uji-t diketahui bahwa  sebesar 2,127 dan 2,122, lebih besar ttabel (> 2,020) dan nilai signifikasi 5% menunjukkan bahwa nilai 0,039 dan 0,040 (< 0,05), oleh karena itu hipotesis alternatif diterima. Dengan demikian terdapat perbedaan model Brain-Based Learning dan model Whole Brain Teaching pada keterampilan berpikir kritis IPA kelas V SDN 3 Senggreng Kecamatan Sumberpucung. Diharapan dengan menggunakan model berbasis otak ini, siswa akan lebih mudah memahami materi dan dapat menyelesaikan permasalahan dalam kehidupan sehari-hari.

scholarly journals Model brain based learning (BBL) and whole brain teaching (WBT) in learning

2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Baiq Sri Handayani ◽  
A. D. Corebima
Keyword(s):  
Prefrontal Cortex ◽  
Limbic System ◽  
Learning Process ◽  
Learning Model ◽  
The Body ◽  
Learning System ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
Brain Based Learning ◽  
The Brain

<p class="Abstract">The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL) and the model of Whole Brain Teaching (WBT). The purposes of this article are to obtain information related to (1) the brain’s natural learning system, (2) analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3) explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1) the brain’s natural learning system are: (a) the nerves in each hemisphere do not work independently, (b) doing more activities can connect more brain nerves, (c) the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2) the characteristics of BBL and WBT are: (a) BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b) the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c) the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3) the typical attribute of them compared to other models are that in BBL there are classical music and gestures in the form of easy exercises, while on the WBT model there are fast instructions and movements as instructions or code of every spoken word.</p>

Students’ Perceptions and Learning Gains Using Whole Brain Teaching Strategy in the STEM Strand of K to 12 Education

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Cecilia Bucayong ◽  
◽  
Myra Vanessa Teofilo ◽  
Vanie Benben ◽  
Jaymor Ledesma ◽  
...  
Keyword(s):  
Teaching Strategy ◽  
Learning Gains ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
K To 12

Perceptions, STEM K to 12, Whole Brain Teaching (WBT) strategy

scholarly journals The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers

2020 ◽  
Vol 13 (4) ◽  
pp. 799-814
Author(s):  
Ahmad Zaki Emyus ◽  
◽  
I Nyoman Sudana Degeng ◽  
Punaji Setyosari ◽  
Saidah Ulfa ◽  
...  
Keyword(s):  
Whole Brain ◽  
Linguistic Skills ◽  
Whole Brain Teaching

The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Trisilia Devana
Keyword(s):  
Statistical Analysis ◽  
Teaching Method ◽  
Whole Brain ◽  
Significance Level ◽  
Speaking Test ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Whole Brain Teaching

The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that  there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU. 

scholarly journals Penerapan Metode Whole Brain Teaching (WBT) dalam Meningkatkan Motivasi Belajar Mahasiswa Program Studi Bahasa dan Sastra Indonesia STKIP Singkawang

2018 ◽  
Author(s):  
Safrihady Safrihady ◽  
Wahyuni Oktavia
Keyword(s):  
Whole Brain ◽  
Whole Brain Teaching

Pendidikan tidak pernah terlepas dari pengajaran. Penting untuk diketahui bahwa kelangsungan dan keberhasilan proses belajar mengajar bukan hanya dipengaruhi dari faktor intelektual saja, melainkan juga oleh faktor-faktor non-intelektual lain yang tidak kalah penting dalam menentukan hasil belajar seseorang. Artinya tidak hanya murni kepandaian/ kepintaran saja yang mempengaruhi hasil belajar tapi banyak faktor-faktor lainnya dan salah satunya adalah kemampuan seseorang peserta didik dalam memotivasi dirinya. Motivasi merupakan suatu ha! yang mendorong timbulnya suatu perbuatan, mengarahkan perbuatan kepada pencapaian tujuan yang dikehendaki, dan menentukan cepat atau lambatnya suatu perbuatan. Lingkungan pembelajaran sangat berpengaruh dalam proses pembelajaran yang erat kaitannya dengan ketertarikan dan motivasi mahasiswa. Metode pembelajaran yang tepat dapat menunjang keberhasilan peserta didik. Metode Whole Brain Teaching sangat mendukung dalam memotivasi peserta didik dalam setiap proses pembelajaran. Metode ini menarik perhatian peserta didik dalam hal ini adalah mahasiswa sehingga mereka lebih terfokus pada materi yang diberikan.

scholarly journals PENINGKATAN KEMAMPUAN MENYIMAK ANAK USIA 5-6 TAHUN MELALUI METODE WHOLE BRAIN TEACHING

2020 ◽  
Vol 8 (4) ◽  
pp. 402
Author(s):  
Defista Nur Hafrianti ◽  
Siti Wahyuningsih ◽  
Vera Sholeha
Keyword(s):  
Whole Brain ◽  
Whole Brain Teaching
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