METODE PEMBELAJARAN BRAIN-BASED LEARNING DENGAN STRATEGI KONSTRUKTIVISME MENINGKATKAN PENALARAN MATEMATIS SISWA
DOI:
https://doi.org/10.26618/38g4w022Keywords:
Brain-Based Learning, Konstruktivisme, Penalaran MatematisAbstract
Penelitian ini dilatarbelakangi rendahnya penalaran matematis siswa akibat metode konvensional yang kurang aktif serta belum mengoptimalkan potensi kerja otak dan pembentukan pengetahuan secara mandiri.
Tujuan: Tujuan penelitian ini adalah menganalisis peningkatan kemampuan penalaran matematis siswa melalui penerapan metode brain-based learning berbasis konstruktivisme.
Metode: Menggunakan desain eksperimen semu (quasi-experiment), melibatkan 58 siswa. Instrumen penelitian menggunakan tes penalaran matematis mencakup indikator pengenalan pola dan manipulasi matematika. Teknik analisis data menggunakan uji Independent Sample T-test, uji Paired Sample T-test, dan uji N-gain guna mengukur tingkat kemampuan penalaran matematis siswa.
Hasil: Hasil penelitian menunjukkan kelas eksperimen mengalami peningkatan rata-rata signifikan 15,65 (Sig. 0,000), melampaui kelas kontrol (6,65). Uji N-gain membuktikan efektivitas brain-based learning mencapai 44,11%, jauh mengungguli kelas kontrol yang hanya 18,17%.
Simpulan: Penelitian ini membuktikan bahwa sinergi lingkungan berbasis kerja otak dan konstruksi pengetahuan mandiri signifikan meningkatkan penalaran matematis. Implikasinya, Brain-Based Learning menjadi solusi praktis bagi pendidik untuk mentransformasi pembelajaran konvensional menjadi lebih dinamis, sekaligus melatih siswa memecahkan masalah secara sistematis, aktif, dan mandiri.
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