The Effect of Brain Gym on the Learning Concentration of Student in STIKES NU Tuban

Authors

DOI:

https://doi.org/10.22219/jk.v11i1.10186

Keywords:

Senam Otak, Konsentrasi, Mahasiswa

Abstract

Introduction: Concentration is an important aspect for a person in achieving learning and is related to the working ability of the brain. Maximum brain performance increases concentration, so that changes in parts of the brain also occur so there will be a decrease in the level of concentration. Objective: The purpose of this study is to compare the influence of the brain gym on student learning at STIKES NU Tuban. Method: The design of this study was Quasy Experimental by designing a pretest-posttest with a control group. The sample uses a systematic random sampling taken by 26 respondents (13 experimental group respondents and 13 control group respondents). Data collection using a questionnaire. Analysis using the Mann Whitney test. Results: Asymp results were obtained. Sig. = 0,000 which means the help of the composition of brain gym for the concentration of student learning. Discussion: Giving brain gym intervention as an ice breaker can make a good contribution to the concentration of student learning. Brain gym can be applied to students, just before the lesson starts or in the middle of the lesson, and the implementation time is approximately 10-15 minutes.

Downloads

Download data is not yet available.

References

Abduh, B., & Tahar, M. M. (2018). The Effectiveness of Brain Gym and Brain Training Intervention on Working Memory Performance of Student with Learning Disability. Journal of ICSAR, 2(2), 105–111. https://doi.org/10.17977/um005v2i22018p105

Ali, M., & Aminoto, T. (2018). Brain Gym Dapat Meningkatkan Konsentrasi Belajar Mahasiswa Stei Indonesia Rawamangun Jakarta Timur. Jurnal Ilmu dan Teknologi Kesehatan, 5(2), 173–178. https://doi.org/10.32668/jitek.v5i2.7

Atwell, C. E., & Hospital, B. P. (1936). Relationship of Scores and Errors on The Ermy Alpha Test*. Journal of Applied Psychology, 21(4), 451–455. https://doi.org/10.1037/h0059639

Baert, V., Gorus, E., Mets, T., Geerts, C., & Autmans, I. (2011). Motivators and barriers for physical aetivity in older old: a systematic review. Ageing Research, 10, 464–476. https://doi.org/10.1016/j.arr.2011.04.001

Basuki, H. O., Haryanto, J., & Kusumaningrum, T. (2018). The Effect of Elderly Cognitive Care on the Cognitive Function and Physical Activity of Elderly. Indonesian Journal of Health Research, 1(2), 37–48. https://doi.org/10.32805/ijhr.2018.1.2.16

Cheval, B., Boisgontier, M. P., Bacelar, M. F. B., Feiss, R., & Miller, M. W. (2019). Opportunities to sit and stand trigger equivalent reward-related brain activity. International Journal of Psychophysiology, 141(March), 9–17. https://doi.org/10.1016/j.ijpsycho.2019.04.009

Chyquitita, T., Winardi, Y., & Hidayat, D. (2018). Pengaruh Brain Gym Terhadap Konsentrasi Belajar Siswa Kelas XI IPA dalam Pembelajaran Matematika di SMA XYZ Tanggerang. Journal of Language, Literature, Culture, and Education, 14(1), 39–52. https://doi.org/10.19166/pji.v14i1.438

Dikir, Y., Badi’ah, A., & Fitriana, L. B. (2016). Senam Otak (Brain Gym) Berpengaruh Terhadap Tingkat Stres pada Anak Usia Sekolah Kelas V di SD Negeri Pokoh 1 Wedomartani Ngemplak Sleman Yogyakarta. Jurnal Ners dan Kebidanan Indonesia, 4(2), 70. https://doi.org/10.21927/jnki.2016.4(2).70-74

Harsyad, F., Afiif, A., & Prasasti Abrar, A. I. (2016). Studi Komparasi Penggunaan Ice Breaking Dan Brain Gym Terhadap Minat Belajar Matematika Siswa Kelas Vii Smp Negeri 21 Makassar. MaPan, 4(2), 185–199. https://doi.org/10.24252/mapan.2016v4n2a3

Ikbal, B. (2013). Pengaruh Senam Otak Terhadap Konsentrasi Belajar Mahasiswa Keperawatan UIN Alauidin Makassar (Vol. 53). https://doi.org/10.1017/CBO9781107415324.004

J. W. Santrock. (2007). Perkembangan Anak (11 ed.). Jakarta: PT. Erlangga.

Kapadia, R. H. (2014). Level of Awareness about Knowledge, Belief and Practice of Brain based Learning of School Teachers in Greater Mumbai Region. Procedia - Social and Behavioral Sciences, 123, 97–105. https://doi.org/10.1016/j.sbspro.2014.01.1402

Kemenristekdikti. (2019). Data Jumlah Mahasiswa di indonesia tahun 2018. Diambil dari https://databoks.katadata.co.id/datapublish/2019/01/26/tertinggi-sejak-1997-jumlah-mahasiswa-indonesia-2018-capai-7-juta-jiwa

Murtadho, M. A. (2016). Effectiveness Brain Gym And Memory Games Therapy On Increasing Cognitive Function Among Elderly With Dementia In Panti Tresna Werdha Hargo Dedali Surabaya.

Nuryana, A., & Purwanto, S. (2010). Efektivitas Brain Gym Dalam Meningkatkan Konsentrasi Belajar Pada Anak. Jurnal Indigenous, 12(1), 88–99. https://doi.org/10.23917/indigenous.v12i1.1558

Owen, A. M., Hampshire, A., Grahn, J. A., Stenton, R., Dajani, S., Burns, A. S., … Ballard, C. G. (2010). Putting brain training to the test. Nature, 465(7299), 775–778. https://doi.org/10.1038/nature09042

Pickersgill, M., Broer, T., Cunningham Burley, S., & Deary, I. (2017). Prudence, pleasure, and cognitive ageing: Configurations of the uses and users of brain training games within UK media, 2005–2015. Social Science and Medicine, 187, 93–100. https://doi.org/10.1016/j.socscimed.2017.06.028

Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta.

Suneki, S., Ambarini, R., & Destriani, D. (2012). Brain-Gym (Senam Otak) Untuk Mengatasi Problem Belajar Anak. E-Dimas, 3(1), 7. https://doi.org/10.26877/e-dimas.v3i1.247

Tonienase. (2007). Strategi Pembelajaran di Kelas. Bandung: Bina Aksara.

Yusuf, A., Indarwati, R., & Jayanto, A. D. (2004). Brain Gym Improves Cognitive Function for Elderly. Jurnal Ners, 5(031), 79–86.

Zhang, T., Lin, C. C., Yu, T. C., Sun, J., Hsu, W. C., & Wong, A. M. K. (2017). Fun cube based brain gym cognitive function assessment system. Computers in Biology and Medicine, 84(259), 1–8. https://doi.org/10.1016/j.compbiomed.2017.03.003

Downloads

Published

2020-02-20

Issue

Vol. 11 No. 1 (2020): Januari

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

This journal is licensed under the a Creative Commons Attribution-ShareAlike 4.0 International License.