Enhancing The Mathematical Communication Ability and Self-confidence of Junior High School Students Using Brain-Based Learning

Abstract

This research is motivated by the fact shows the mathematical
communication ability of the students not yet in accordance with the
expected. One such problem is learning that does not provide flexibility to
students to exploit the potential of the brain optimally, where in general is
generally more emphasis on the left brain function. Mathematical
communication skills need to be supported by right brain function.
Characteristics of learning that offers learning concepts that align the way
the brain works naturally designed is by learning Brain-Based Learning
(BBL). The research method used is quasi experiment. Quantitative data is
obtained from pretest and posttes data. Research found that There are
achievements and improvements in students' mathematical communication
skills whose learning uses the Brain-Based Learning approach compared
with students who received conventional learning in terms of students' early
math skills, and self-confidence and there is an association between the
ability of mathematical communication and self-confidence.