The Effect of Brain-Based Learning Assisted by Brain Gym on Mathematical Problem-Solving Ability
Keywords:
Brain Based Learning, Brain Gym, mathematical problem-solving abilityAbstract
The purpose of this study was to determine the effect of the Brain-Based Learning learning model assisted by Brain Gym on students' mathematical problem-solving ability. This research is a type of quantitative research with a one-group pretest-posttest pre-experimental design. The implementation of the research was carried out with 3 meetings involving 27 students of grade VII as the research population, selected through purposive sampling. The data collection technique used was a test to measure problem-solving abilities, which was then analyzed using the N-Gain test and a paired samples t-test. The results of the study indicate that the mathematical problem-solving ability using the Brain-Based Learning Model Assisted by Brain Gym showed an N-Gain score of 0.47, placing it in the "moderate" category and classifying its effectiveness as "less effective." However, the results of the hypothesis test using the paired t-test showed a value of tcount = 11,222 > ttable = 1,708 at a significance of α = 0,05, leading to the rejection of H0 and acceptance of H1. Thus, it is concluded that there is a significant effect of the application of the Brain-Based Learning Model Assisted by Brain Gym on Mathematical Problem-Solving Ability. The findings indicate that this study has the potential to make mathematics classes more interesting, facilitate better problem-solving skills among students, and inspire them to pay more attention and take an active role in their own education.
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