Implementation Of Brain-Based Learning Capability To Improve Students Critical Thinking Skills

Abstract

This research aims to examine the effectiveness of the Brain-Based Learning (BBL) models in improving students' critical thinking skills of elementary school. This research was a quasi-experimental, with a nonequivalent control group pretest-posttest design. The study subjects were all students in grade 5 at the city of Bandung, and is represented randomly by three school level, which are high, medium and low level, based on the value of accreditation (A, B and C). The form of research instrument were tests, observations, and interviews. Analysis of data and interviews about learning using qualitative descriptive analysis, while the analysis of the test data using the techniques of statistical analysis t test. The findings of this study as follows: (1) Learning BBL implemented through five stages: pre-exposure, preparation, implementation, and evaluation of cover. (2) Performance of teachers, infrastructure, facilities and environmental influences on learning success BBL, (3) There are differences increase students 'critical thinking skills in the experimental class and control, (4) There are differences increase students' critical thinking skills in every school rank (a, B and C), (4) There is no difference in the attitude of students at each school ranked the learning process by using the BBL, the overall attitude of the students showed a positive attitude towards learning by using the BBL. Recommendations resulting from this research is to improve the teaching skills of teachers in order to optimize brain with BBL students. Principal and Steak holder, providing the means, facilities and environment standards BSNP. For other researchers to conduct studies and research with a focus on a different approach.