Retention Achievement in Brain-Based Whole Learning Is Supported by Students' Scientific Literacy and Concept Mastery

Autor/inn/en	Murniati, Neni; Susilo, Herawati; Listyorini, Dwi
Titel	Retention Achievement in Brain-Based Whole Learning Is Supported by Students' Scientific Literacy and Concept Mastery
Quelle	In: Pegem Journal of Education and Instruction, 13 (2023) 3, S.294-303 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Murniati, Neni) ORCID (Susilo, Herawati) ORCID (Listyorini, Dwi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Retention (Psychology); Brain Hemisphere Functions; Learning Processes; Models; Scientific Literacy; Concept Formation; Mastery Learning; Comparative Analysis; Grade 11; High School Students; Biology; Religious Schools; Islam; Science Instruction; Teaching Methods; Correlation; Neurosciences; Scientific Concepts; Foreign Countries; Instructional Effectiveness; Indonesia + Suchen Sie Ihr Suchwort? Merkfähigkeit; Learning process; Lernprozess; Analogiemodell; Concept learning; Begriffsbildung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Neuroscience; Neurowissenschaften; Neurowissenschaft; Ausland; Unterrichtserfolg; Indonesien
Abstract	The learning model should be able to improve student's learning abilities. The Brain-Based Whole Learning (BBWL) model is one of the alternative learning models that can improve students' retention achievement, supported by scientific literacy and concept mastery. This study aims to determine the effect of the BBWL model on students' scientific literacy, concept mastery, and retention. This research method was quasi-experimental, with a sample of four classes taken randomly. The total sample was 132 students in grade XI Science Specialization in Madrasah Aliyah Bengkulu who enrolled in Biology. The data were analyzed using the ANOVA test after the assumption test was carried out, namely the normality and data homogeneity test. The results showed an effect of the BBWL model on students' scientific literacy skills, concept mastery, and retention. There is a significant difference between the BBWL model with BBL, WBT, and control. Based on the study results, it can be concluded that the BBWL model can improve students' retention achievement by supporting the result of good scientific literacy and concept mastery. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01