The Effect of Brain-Based Learning (BBL) Model with Audiovisual Media on Student's High-Level Thinking Ability

Gita Dwi Wardani, R. Suyanti, D. Saragi
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引用次数: 0

Abstract

The purpose of this study was to obtain scientific information about students' higher-order thinking skills with the Brain-Based Learning (BBL) learning model using audiovisual media guided by students' learning motivation to develop teaching materials, especially in science subjects "substances and mixtures", as well as to measure the validity, practicality, and effectiveness of science learning. The design used in this study is quasi-experimental. by using a pretest and posttest control group design. However, before the pretest, the questions tested had been tested for homogeneity considering children’s different abilities. This design involves two classes, namely the experimental group class and the control group class. From the results of the study, there are differences in students' higher-order thinking skills between classes using the Brain-Based Learning (BBL) model and types using conventional methods with an average post-test score of higher-order thinking skills using the Brain-Based Learning (BBL) model of 87,044 and the average posttest value of higher order thinking skills with conventional methods is 77,193.
脑基学习(BBL)模式对学生高级思维能力的影响
本研究旨在以学生的学习动机为导向,采用脑基学习(BBL)学习模式,利用视听媒体开发科学教材,特别是科学学科“物质与混合物”教材,以获取学生高阶思维技能的科学信息,并衡量科学学习的效度、实用性和有效性。本研究采用准实验设计。采用前测和后测对照组设计。然而,在前测之前,考虑到孩子们的不同能力,被测问题已经进行了同质性测试。本次设计涉及两个班级,即实验组班级和对照组班级。从研究结果来看,使用脑基学习(BBL)模式的班级和使用常规方法的班级学生的高阶思维技能存在差异,使用脑基学习(BBL)模式的学生的高阶思维技能的平均后测分数为87,044,使用常规方法的学生的高阶思维技能的平均后测值为77,193。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
0.30
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