Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts
DOI:
https://doi.org/10.21009/biosferjpb.v12n2.238-248Keywords:
Biology, Brain gym, Children Learning In Science (CLIS), Human Circulatory, ConceptsAbstract
Learning innovation is an effort to improve the quality of learning. One form of innovation is the integration of brain gym learning techniques and various learning models, including the Children Learning in Science (CLIS) model. However, so far, there has never been a study of learning innovations through the integration of brain gym techniques with the CLIS model. This study aims at finding out the optimizing of the Children Learning in Science (CLIS) models with brain gym to empower students' human circulatory conception. This study is quasi-experimental research of pretest-posttest Nonequivalent control group design. The population of this study was the students of class XI MIA SMA Negeri 7 Kupang, which consisted of 173 students. The sample of this study were students of class XI MIA1 and XI MIA 2, which consisted of 61 students. The instrument used was a test of human circulatory conception developed by Andriani (2017). The results showed that the increase in students' human circulatory conception in CLIS learning combined with a gym is 40.61% higher than the increase in students' human circulatory conception in CLIS learning. It can be concluded that the application of brain gym can optimize Children Learning In Science (CLIS) potential in empowering students' human circulatory conception.
References
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Li, D. (2017). Analysis on innovative ideas of print teaching based on constructivism teaching theory. Revista de la Facultad de Ingenieria, 32(13), 323-329.
Marpaung, M. G., Sareharto, T. P., Purwanti, A., & Hermawati, D. (2017). Brain gym to increase academic performance of children aged 10- 12 years old (experimental study in tembalang elementary school and pedalangan elementary school semarang). In IOP Conference Series: Earth and Environmental Science, 55(1), 1-7. Doi:10.1088/1755-1315/55/1/012017.
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Nurdyansyah., & Fahyuni, E. F. (2016). Inovasi Model Pembelajaran. Sidoarjo: Nizamia Learning Center.
Ocampo, J.M. Varela, L.P., & Ocampo, L. V. (2017). Effectiveness of brain gym activities in enhancing writing performance of grade i pupils. Jurnal Pendidikan Sains Sosial dan Kemanusiaan, 10(2), 179-190.
Özgür, S. (2013). The persistence of misconceptions about the human blood circulatory system among students in different grade levels. International Journal of Environmental & Science Education, 8(2), 255-268. Doi: 10.12973/ijese.2013.206a.
Prabawa, H. W., Sutarno, H., Kusnendar, J., & Rahmah, F. (2018). Learning basic programming using CLIS through gamification. In Journal of Physics: Conference Series (Vol. 1013, No. 1, p. 012099). IOP Publishing. Doi:10.1088/17426596/1013/1/012099.
Priambodo, M.G. (2016). Efektivitas senam otak (brain gym) dalam menurunkan tingkat kejenuhan (burnout) belajar pada siswa kelas xi sma negeri 11 yogyakarta. Thesis unpublish. Yogyakarta: Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta
Purba, K, R., Liliana., & Kwarrie, Y.N.P. (2017). Development of interactive learning media for simulating human blood circulatory system. International Conference on Soft Computing, Intelligent System and Information Technology. Retreived from http://repository.petra.ac.id/17699/1/Publikasi1_14010_3636.pdf.
Puteri, L.H. (2018). The apperception approach for stimulating student learning motivation. International Journal of Education, Training and Learning. 2(1), 7-12. Doi: 10.33094/6.2017.2018.21.7.12.
Rehab, H. (2017). Effect of brain gym on manipulating skills and balance for beginners in rhythmic gymnastics. Science, Movement & Health, 17(1), 66-72. http://www.analefefs.ro/anale-fefs/2017/i1.
Renjani, M. K. D., Susilawati & khoiri, N. (2018). Deskripsi kemampuan berpikir kritis siswa sma melalui model pembelajaran clis (children learning in science) berbantuan lks pada materi elastisitas dan hukum hooke. Jurnal Penelitian Pembelajaran Fisika, 9(1), 21-27. Doi: 10.26877/jp2f.v9i1.2309.
Saleh, S. & Mazlan. (2019). The effects of brain-based teaching with i think maps and brain gym approach towards physics understanding. Jurnal Pendidikan IPA Indonesia, 8(1), 12-21. Doi: 10.15294/jpii.v8i1.16022.
Sardiman, S. (2016). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Yogyakarta: Alfabeta.
Suhana, C. (2016). Konsep Strategi Pembelajaran. Bandung: Refika Aditama.
Susetyarini, R. E., Permana, T.I., Gunarta, G., Setyawan, D., Latifa, R., & Zaenab, S. (2019). Motivasi dan tanggung jawab siswa dalam pembelajaran berbasis proyek, sebuah penelitian tindakan kelas. Jurnal Inovasi Pendidikan IPA, 5(1), 1-9. Doi: 10.21831/jipi.v5i1.22293.
Wang, Q & Ma, L. 2017. Constructivism teaching mode of intermediate for training. Conference: 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017), 61 Doi: 10.2991/emcs-17.2017.153.
Widiansyah, A. T., Indriwati, S. E., Munzil, & Fauzi, A. (2018). I-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students’ motivation. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 43-52. Doi: 10.22219/jpbi.v4i1.5476.
Windarwati. (2017). Pengaruh Model Pembelajaran Children Learning In Science (CLIS) Terhadap Hasil Belajar IPA Siswa Kelas IV di MIN 2 Bandar Lampung. Thesis Unpublish. Lampung: Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Raden Intan.
Zulkarnaen, R. (2019). Students’ academic self-concept the constructivism learning model. Journal of Physics: Conf. Series, 1315, 012071. Doi:10.1088/1742-6596/1315/1/012071.
Ahn, K. (2019). A teaching model for undergraduate students. International Journal of Higher Education, 8(3), 29-35. Doi: 10.5430/ijhe.v8n3p29.
Alkhawaldeh, S. A. (2012). Enhancing ninth grade students' understanding of human circulatory system concepts through conceptual change approach. The European Journal of Social & Behavioural Sciences. Retreived from https://www.futureacademy.org.uk/files/menu_items/other/ejsbs12.pdf.
Andriani, C. (2017). Kemampuan berpikir kritis dan hasil belajar biologi berdasarkan perbedaan gender siswa. Thesis unpublish. Yogyakarta: Program Studi Pendidikan Biologi, Fakultas Sains dan Teknologi Universitas Islam Negeri Sunan Kalijaga. Doi: http://dx.doi.org/10.30738/wa.v1i2.1289.
Ansar., Afiif, A., & Damayanti, E. 2018. Scene setting activities: one of students’ learning motivation factor. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(3), 251-256. Doi: https://doi.org/10.22219/jpbi.v4i3.6424.
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The effect of problem based learning (PBL) instruction on students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 857–871. Doi: 10.12973/eurasia.2017.00647a.
Arum, W.F. (2018). Enhanching student achievement and motivation: the development of children learning in science model based tree media. Jurnal Pena Sains, 5(2), 121-127. Doi: 10.21107/jps.v5i2.4413.
Asmi, F.H., Kurniawan, Y., Tube, B & Jundu, R. (2018). Lembar kerja siswa (lks) bertampilan komik pada model pembelajaran children learning in science (clis) untuk meningkatkan keterampilan proses sains siswa. Journal Of Komodo Science Education, 1(1), 165-171. Retreived from https://www.researchgate.net.
Azmidar, A., Darhim, D & Dahlan, J.A. (2017). Enhancing students’ interest through mathematics learning. Journal of Physics: Conf. Series, 895, 012072. Doi :10.1088/1742-6596/895/1/012072.
Cahyanto, E.B., Nugraheni, A. & Musdalifah, C. (2016). Pengaruh Senam Otak Terhadap Hasil Belajar Kognitif Mahasiswa Pada Pokok Bahasan Konsep Gender Mata Kuliah Kesehatan Reproduksid dan KB. Retrieved from http://jurnalplacentum.fk.uns.ac.id/index.php/placentum/article/viewFile/57/21.
Chatib, M. (2016). Gurunya Manusia. Bandung: Kaifa.
Corebima, A. D. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning, 13(1), 8-22. Retreived from https://jurnal.uns.ac.id.
Darmawan, A.P.A., & Sujoko, E. (2016). Revisi taksonomi pembelajaran benyamin s. bloom. Satya Widya, 29(1), 30-39. Doi: 10.24246/j.sw.2013.v29.i1.p30-39.
Erita, S. (2016). Beberapa model, pendekatan, strategi, dan metode dalam pembelajaran matematika. Tarbawi: Jurnal Ilmu Pendidikan, 1(2). Retrieved from https://ejournal.iainkerinci.ac.id/index.php/tarbawi/article/view/68.
Fernando, S.Y.J.N., & Marikat, F. M.M.T. (2017). Constructivist teaching/learning theory and participatory teaching methods. Journal of Curriculum and Teaching, 6(1), 110-122. Doi:10.5430/jct.v6n1p110.
Ganske, K. (2017). Lesson closure: An important piece of the student learning. The Reading Teacher. 71(1), 95–100. Doi:10.1002/trtr.1587.
Hoque, M.E. (2017). Three domains of learning: cognitive, affective and psychomotor. The Journal of EFL Education and Research (JEFLER), 2(2), 45-52. Retreived from http://www.edrc-jefler.org.
Indriyani, D & Desyandri. (2019). The influence of children's s learning in science (clis) model on student learning outcomes integrated thematics in class iv sd. International Journal of Educational Dynamics. 1(2), 25-32. Doi: 10.24036/ijeds.v1i2.121.
Kovacs, H. (2017). Learning and teaching in innovation: why it is important for education in 21st century. Neveléstudomány, 2, 45-60. Doi: 10.21549/NTNY.18.2017.2.4.
Li, D. (2017). Analysis on innovative ideas of print teaching based on constructivism teaching theory. Revista de la Facultad de Ingenieria, 32(13), 323-329.
Marpaung, M. G., Sareharto, T. P., Purwanti, A., & Hermawati, D. (2017). Brain gym to increase academic performance of children aged 10- 12 years old (experimental study in tembalang elementary school and pedalangan elementary school semarang). In IOP Conference Series: Earth and Environmental Science, 55(1), 1-7. Doi:10.1088/1755-1315/55/1/012017.
Nielsen, P. (2019). Learning, innovation, and the change of work. In Encyclopedia of Educational Innovation. Springer. Doi: 10.1007/978-981-13-2262-4_158-1.
Nurdyansyah., & Fahyuni, E. F. (2016). Inovasi Model Pembelajaran. Sidoarjo: Nizamia Learning Center.
Ocampo, J.M. Varela, L.P., & Ocampo, L. V. (2017). Effectiveness of brain gym activities in enhancing writing performance of grade i pupils. Jurnal Pendidikan Sains Sosial dan Kemanusiaan, 10(2), 179-190.
Özgür, S. (2013). The persistence of misconceptions about the human blood circulatory system among students in different grade levels. International Journal of Environmental & Science Education, 8(2), 255-268. Doi: 10.12973/ijese.2013.206a.
Prabawa, H. W., Sutarno, H., Kusnendar, J., & Rahmah, F. (2018). Learning basic programming using CLIS through gamification. In Journal of Physics: Conference Series (Vol. 1013, No. 1, p. 012099). IOP Publishing. Doi:10.1088/17426596/1013/1/012099.
Priambodo, M.G. (2016). Efektivitas senam otak (brain gym) dalam menurunkan tingkat kejenuhan (burnout) belajar pada siswa kelas xi sma negeri 11 yogyakarta. Thesis unpublish. Yogyakarta: Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta
Purba, K, R., Liliana., & Kwarrie, Y.N.P. (2017). Development of interactive learning media for simulating human blood circulatory system. International Conference on Soft Computing, Intelligent System and Information Technology. Retreived from http://repository.petra.ac.id/17699/1/Publikasi1_14010_3636.pdf.
Puteri, L.H. (2018). The apperception approach for stimulating student learning motivation. International Journal of Education, Training and Learning. 2(1), 7-12. Doi: 10.33094/6.2017.2018.21.7.12.
Rehab, H. (2017). Effect of brain gym on manipulating skills and balance for beginners in rhythmic gymnastics. Science, Movement & Health, 17(1), 66-72. http://www.analefefs.ro/anale-fefs/2017/i1.
Renjani, M. K. D., Susilawati & khoiri, N. (2018). Deskripsi kemampuan berpikir kritis siswa sma melalui model pembelajaran clis (children learning in science) berbantuan lks pada materi elastisitas dan hukum hooke. Jurnal Penelitian Pembelajaran Fisika, 9(1), 21-27. Doi: 10.26877/jp2f.v9i1.2309.
Saleh, S. & Mazlan. (2019). The effects of brain-based teaching with i think maps and brain gym approach towards physics understanding. Jurnal Pendidikan IPA Indonesia, 8(1), 12-21. Doi: 10.15294/jpii.v8i1.16022.
Sardiman, S. (2016). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Yogyakarta: Alfabeta.
Suhana, C. (2016). Konsep Strategi Pembelajaran. Bandung: Refika Aditama.
Susetyarini, R. E., Permana, T.I., Gunarta, G., Setyawan, D., Latifa, R., & Zaenab, S. (2019). Motivasi dan tanggung jawab siswa dalam pembelajaran berbasis proyek, sebuah penelitian tindakan kelas. Jurnal Inovasi Pendidikan IPA, 5(1), 1-9. Doi: 10.21831/jipi.v5i1.22293.
Wang, Q & Ma, L. 2017. Constructivism teaching mode of intermediate for training. Conference: 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017), 61 Doi: 10.2991/emcs-17.2017.153.
Widiansyah, A. T., Indriwati, S. E., Munzil, & Fauzi, A. (2018). I-invertebrata as an android-based learning media for molluscs, arthropods, and echinoderms identification and its influence on students’ motivation. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 43-52. Doi: 10.22219/jpbi.v4i1.5476.
Windarwati. (2017). Pengaruh Model Pembelajaran Children Learning In Science (CLIS) Terhadap Hasil Belajar IPA Siswa Kelas IV di MIN 2 Bandar Lampung. Thesis Unpublish. Lampung: Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Raden Intan.
Zulkarnaen, R. (2019). Students’ academic self-concept the constructivism learning model. Journal of Physics: Conf. Series, 1315, 012071. Doi:10.1088/1742-6596/1315/1/012071.
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2019-11-19
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Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238–248. https://doi.org/10.21009/biosferjpb.v12n2.238-248
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