The Influence Of Implementation Brain-Friendly Learning Through The Whole Brain Teaching To Students’ Response and Creative Character In Learning Mathematics

Winarso, Widodo and Karimah, Siti Asri (2017): The Influence Of Implementation Brain-Friendly Learning Through The Whole Brain Teaching To Students’ Response and Creative Character In Learning Mathematics. Forthcoming in:

Abstract

The purpose of this study was to determine whether the application of learning brain-friendly through the whole brain teaching a positive effect on the character of creative students, to study the response of the students, and to determine whether the students' response to the application of learning brain-friendly through the whole brain teaching positively correlated with the character of creative students in mathematics. The research method used is quantitative. The instruments used are student questionnaire responses related to the application of brain-friendly learning through the whole brain teaching and observation sheet on student creativity in the learning of mathematics after the implementation of this method. Results of research with correlation analysis show that the greater significance of the alpha value (5%), which means accepting and rejecting H0 Ha which means students' response to the application of brain-friendly learning through the whole brain teaching is not positively correlated with the creative character of students in the learning of mathematics. The average score of the students' response to this methodology very well categorized in the amount of 85%. The results of the observation of the creative character of the students after the implementation of this method, the average score of 68% were categorized quite creative

• Item Type: MPRA Paper
• Language: English
• Keywords: Brain friendly learning, Whole Brain Teaching, Response, Creative Character
• Subjects: I - Health, Education, and Welfare > I2 - Education and Research Institutions; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I21 - Analysis of Education; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I23 - Higher Education ; Research Institutions; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I29 - Other; Z - Other Special Topics > Z0 - General

References

Albab, A. F. (2013). Penerapan Pendekatan Accelerated Learning dengan Metode Whole Brain Teaching dalam Pembelajaran Fisika Di SMP. Retrieved from http://repository.unej.ac.id/handle/123456789/11041

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.

Arends, R.I. (2009). Learning to teach. New York: McGraw Hill.

Atkinson, J. W. (1964). An Introduction To Motivation. England: Oxford

Bergen, D., & Coscia, J. (2001). Brain Research and Childhood Education: Implications for Educators. Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832.

Biffle, C. (2013). Whole Brain Teaching For Challenging Kids (and the rest of your class, too!). Whole Brain Teaching LLC.

Brown, J. D. (2000). What issues affect Likert-scale questionnaire formats.Shiken: JALT Testing & Evaluation SIG Newsletter, 4(1), 18-21.

Byrne, R. W., & Russon, A. E. (1998). Learning by imitation: A hierarchical approach. Behavioral and brain sciences, 21(05), 667-684.

Chinn, S. (2001). Learning styles and mathematics. Dyslexia: Successful Inclusion in the Secondary School, 117.

Craft, A. (2010). Creativity and Education Futures: Learning in a Digital Age. Trentham Books Ltd. Westview House 734 London Road, Oakhill, Stoke-on-Trent, Staffordshire, ST4 5NP, UK.

Eisenstadt, J. M. (1978). Parental loss and genius. American Psychologist,33(3), 211-223.

Cherry, K. (2012). Child development theories. Psychology. About. com. The New York Times.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.

Goertzel, M. G., Goertzel, V., & Goertzel, T. G. (1978). Three hundred eminent personalities. Jossey-Bass.

Goleman, D., Kaufman, P., & Ray, M. L. (1992). The creative spirit. EP Dutton.

Guilford, J. P. (1975). Factors and factors of personality. Psychological Bulletin,82(5), 802.

Innamorato, G. (1998). Creativity in the development of scientific giftedness: Educational implications. Roeper Review, 21(1), 54-59.

Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone. Cooperative, competitive, and individualistic learning. Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194.

Kagan, S. (2014). Brain Friendly Teaching: Tools, Tips & Structures.

Kash, I. A., & Parkes, D. C. (2010). Impersonation strategies in auctions. In International Workshop on Internet and Network Economics (pp. 492-495). Springer Berlin Heidelberg.

Lombard, K., & Grosser, M. (2008). Critical thinking: are the ideals of OBE failing us or are we failing the ideals of OBE?. South African journal of education, 28(4), 561-579.

Magnesen, V. A. (1983). A Review of Findings from Learning and Memory Retention Studies. In Innovation Abstracts (Vol. 5, No. 25, p. n25).

Magno, C. (2011). Assessing the relationship of scientific thinking, self-regulation in research, and creativity in a measurement model. International Journal, 6(1). 17-47.

McWilliam, E., & Dawson, S. (2008). Teaching for creativity: Towards sustainable and replicable pedagogical practice. Higher education, 56(6), 633-643.

Meintjes, H., & Grosser, M. (2010). Creative thinking in prospective teachers: the status quo and the impact of contextual factors. South African Journal of Education, 30(3), 361-386.

Mendenhall, W., Sincich, T., & Boudreau, N. S. (1996). A second course in statistics: regression analysis (Vol. 5). Upper Saddle River^ eNew Jersey New Jersey: Prentice Hall.

Mielke, P. W. (1984). 34 Meteorological applications of permutation techniques based on distance functions. Handbook of statistics, 4, 813-830.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook. Beverly Hills: Sage Publications.

Nolan, V. (2004). Creativity: the antidote to the argument culture. Creativity and cultural diversity.Leeds: The Creativity Centre Educational Trust, 1.

Papalia, R. B., & Bertarelli, S. (2009). Decomposing productivity patterns in a conditional convergence framework. Journal of Productivity Analysis, 31(1), 57-75.

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Simonton, D. K. (1999). Genius, creativity, and leadership: Historiometric inquiries. Cambridge, MA: IUniverse.

Sousa, D. A. (2009). Brain-friendly learning for teachers. Educational Leadership, 66(9).

Spradley, J. P. (2016). Participant observation. United states of America: Waveland Press.

Sternberg, R. J. (2006). Creating a vision of creativity: The first 25 years. Psychology of Aesthetics, Creativity, and the Arts, (1), 2-12.

Stiyowati, R. (2014). Pengaruh Metode Whole Brain Teaching Terhadap Aktivitas Dan Hasil Belajar Eaching (WBT) Vitas Dan Hasil Belajar Siswa Kelas XI SMAN 1 Jember. Retrieved from http://repository.unej.ac.id/handle/123456789/17318

Tri, D., Dafik, D., & Susanto, S. (2013). The Development Of A Character Based Mathematics Learning Materials Based On Whole Brain Teaching For Three-Dimensional Topic Of Junior Hight School Year 9. Pancaran Pendidikan, 2(1), 26-34.

Veronesi, P. (2000). Testing and assessment in science education: Looking past the scoreboard. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 74(1), 27-30.

Willis, J. (2008). How your child learns best: Brain-friendly strategies you can use to ignite your child's learning and increase school success. Sourcebooks, Inc.