APPLICATION OF BRAIN-BASED TEACHING APPROACH TO ENHANCING STUDENT LEARNING ACHIEVEMENT OF CHEMICAL EQUILIBRIUM Nurhamidah1*, Eduwin Saputra1, Dewi Handayani1, Salastri Rohiyat1, Nadia Amida1 and Ice Dwi Karlisa2
1) Chemistry Education, Faculty of Teacher Training and Education, Bengkulu University
2) Senior High School 5 Bengkulu City
Abstract
The purpose of this study was to find out the effectiveness of Brain-Based Teaching^s learning approach to student learning achievement of chemical equilibrium subject matter. This research uses the demonstration method with Randomized Control-Group Pretest-Posttest Design. The population of this research is all students of grade XI science program of SMA Negeri 5 Kota Bengkulu semester I of the 2020/2021 school year consisting of 8 classes. The sampling technique used in this study is Cluster Random Sampling, which is taking a random group of samples from the population to be taken as a control class and experimental class. The data collection method used is an objective test method for cognitive aspect learning achievement data. Data analysis techniques used include Normality Test, Homogeneity Test, and Independent sample t-Test. The results showed that the application of Brain-Based Teaching learning approach is effective to improve students^ learning achievement in the subject matter of Chemistry Equilibrium grade XI semester I SMA Negeri 5 Bengkulu semester I school the year 2020/2021 from cognitive aspects. Based on the results of the independent sample t-test obtained significance value (2-tailed) of 0.000 < 0.05, it can be concluded that there is a difference in average student learning outcomes between the experimental class and the application of brain-based teaching approach with control class. Where the experimental class that applies the brain-based-teaching approach has an average post-test score of 85.36 higher than the control class of 76.22.
Keywords: Education, Brain-based learning, Learning outcomes, Chemical equilibrium
