Brain Gym Untuk Meningkatkan Kognitif Dalam Motivasi Belajar Pada Siswa Sekolah Dasar (Masa Bencana Pandemic Covid-19)
Article Sidebar
Main Article Content
Abstract
Background: Students experience learning barriers during online learning methods. Online learning can also reduce children's learning motivation at school during the COVID-19 Pandemic Disaster. Cognitive impairment due to distance education can affect memory conditions and will also affect their future. The thinking process in elementary school students is very important in thinking, developing creativity in being creative. The aim in this activity of community service is to provide health education about brain gym to students. Methods: The devotee gave a brain gym video to the respondents and after one month an evaluation of learning motivation was carried out. Brain gym videos contain interactive brain gym procedures with short and clear explanations. Results: The results of community service were found that male service participants were 63.5%, while there were 36.5% female. The most participants were 11 years old by 23.1%. After being given a brain gym educational video, the most students had a fairly good cognitive learning as much as 51%, and those who had a good cognitive learning were 39,4%. The most participants were 11 years old by 23.1%. After being given a brain gym educational video, the most students had a fairly good learning motivation as much as 44.2%, and those who had a good learning motivation were 37.5%. Conclusion: Brain gym procedures can increase cognitive learning motivation and also improve students' cognitive abilities.
Article Details
References
Astuti, W. S. (2019). Penerapan brain gym dalam pembelajaran matematika terhadap hasil belajar siswa materi dimensi tiga kelas XI SMK Kawung 2 Surabaya. Wijaya Kusuma Surabaya University.
Caswati, C., Sugihartono, S., & Sutjiati, N. (2017). Pengaruh Brain gym Terhadap Minat Dan Hasil Belajar Dalam Pembelajaran Bahasa Jepang. EDUJAPAN, 1(1), 94–103.
Chyquitita, T., Winardi, Y., & Hidayat, D. (2018). Pengaruh brain gym terhadap konsentrasi belajar siswa kelas xi ipa dalam pembelajaran matematika di sma xyz Tangerang. Polyglot, 14(1), 39–52.
Fajriati, I. S., Safei, S., & Saprin, S. (2017). Pengaruh Penerapan Metode Pembelajaran Brain Based Learning Berbantuan Brain gym Terhadap Hasil Belajar Peserta Didik. Jurnal Biotek, 5(1), 1–10.
Komarudin, K., Rosmawati, N., & Suherman, S. (2020). The Effect of Algebra Finger-Based Brain gym Method to Improve Student Learning Outcomes. Eduma: Mathematics Education Learning and Teaching, 8(2), 80–88.
Panzilion, P., Padila, P., Tria, G., Amin, M., & Andri, J. (2020). Perkembangan Motorik Prasekolah antara Intervensi Brain gym dengan Puzzle. Jurnal Keperawatan Silampari, 3(2), 510–519.
Putranto, P. L. (2009). Pengaruh senam otak terhadap fungsi memori jangka pendek anak dari keluarga status ekonomi rendah. Diponegoro University.
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.
Sularyo, T. S., & Handryastuti, S. (2016). Senam otak. Sari Pediatri, 4(1), 36–44.
Suwardianto, H. (2018). Level Of Perception Emergency Skills In Youth Red Cross. JOURNAL OF NURSING PRACTICE, 2(1), 17–24. https://doi.org/https://doi.org/10.30994/jnp.v2i1.38
Suwardianto, H., & Rimawati. (2018). Explicit Instruction Model (EIM): Daily Training Emergencies Preparedness (DTEP) Toward Skills of Participants the Youth Red Cross. Conferences, The 2nd Joint International, 2(2), 403–410.
Wiradnyana, I. G. A., & Surasena, K. A. (2020). PENGARUH AKTIVITAS SENAM OTAK (BRAIN GYM) UNTUK MENINGKATKAN KOGNITIF AUD. Widyacarya: Jurnal Pendidikan, Agama Dan Budaya, 3(2), 65–71.