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Gerakan senam otak brain gym5/26/2023 ![]() ![]() Bristol: Taylor & Frances, pp.61-78.īaker, D., B. Test anxiety: Theory, Assessment, and Treatment. “Case Studies of Test Anxious Students” in C.D. ![]() “Prewriting and Handwriting Skills” in J. “Brain Drain versus Brain Gain: The Study of Remittances in Southeast Asia and Promoting Knowledge Exchange through Diasporas”. Bandung, Indonesia: Minda Masagi Press and UNIPA Surabaya, ISSN 1979-0112.Īrticle Timeline: Accepted (September 29, 2017) Revised (October 30, 2017) and Published (November 30, 2017).ĪDB. “Effectiveness of Brain Gym Activities in Enhancing Writing Performance of Grade I Pupils” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November, pp.179-190. Corresponding authors are: and Citation: Ocampo, Jr., Jose M., Leonora P. is a Science Grade School Teacher at the Claret School, Quezon City, Philippines. is an Associate Professor at the Faculty of Education Sciences PNU in Manila, Philippines. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University) in Manila, Philippines. KATA KUNCI : Senam Otak Kinerja Menulis Keterbacaan Panjang Luaran Organisasi Perihal Menulis.Ībout the Authors: Jose M. ![]() Dianjurkan agar waktu diberikan untuk penggunaan latihan Senam Otak ini, sebab ianya dapat dimanfaatkan sebagai aktivitas tanpa henti untuk meningkatkan kinerja menulis di kalangan siswa. Latihan Senam Otak membawa kegembiraan, keceriaan, dan suasana santai di kalangan siswa. Siswa di bawah kondisi Senam Otak cenderung untuk menulis lebih banyak kata. Disimpulkan bahwa Senam Otak, sebuah gerakan berbasis pembelajaran, adalah kegiatan yang efektif untuk meningkatkan perhatian siswa kelas 1, khususnya dalam hal kerapian, keterbacaan, penulisan dan garis biru-merah-biru berurutan, dan jarak antara huruf dan kata yang benar. Responden terdiri dari 4 siswa, yang memiliki berbagai masalah menulis, mulai dari persiapan, pengorganisasian, perhatian terhadap perincian, dan menghasilkan luaran atau lama penulisan yang cukup. Desain pra-eksperimental, khususnya Pre-test – Post-tes Satu Grup, digunakan untuk menguji kinerja tulis murid kelas 1 di bidang panjang dan luaran. Dalam penelitian ini, organisasi dan keterbacaan tulisan subjek sebelum dan sesudah penggunaan kegiatan Senam Otak dijelaskan. Dua faktor psikologis ini, yang mungkin berdampak langsung atau berpengaruh pada kinerja akademis, adalah keingintahuan dan kepercayaan epistemologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Beberapa di antaranya berkaitan dengan faktor personologis, sosiologis, dan psikologis. Ada banyak faktor yang mempengaruhi prestasi akademik siswa. RESUME : “ Efektivitas Kegiatan Senam Otak dalam Meningkatkan Kinerja Menulis Siswa Kelas I”. KEY WORD : B rain G ym W riting P erformance L egibility L ength of O utput O rganization W riting C oncerns. It is recommended that t ime be allotted for the use of Brain Gym exercises, due to it can be utilized as unfreezing activity for enhancement of writing performance among pupils. Brain Gym exercises brought excitement, cheerfulness, and relaxed mood among pupils. ![]() Pupils under the Brain Gym conditions tended to write more words. It was concluded that Brain Gym, a movement-based learning exercise, was an effective activity for enhancing g rade 1 pupils’ writing concerns, specifically in terms of neatness, legibility, writing on and following blue-red-blue lines as well as correct spacing between letters and words. The respondents were composed of 4 pupils, who have a variety of writing concerns, ranging from getting started, organization, attention to details, and producing sufficient output or length of writing. The pre-experimental design, specifically the One Group Pre-test – Post-test, was utilized to examine the g rade 1 pupils’ writing performance in the areas of length of output. In this study, the organization and legibility of the subjects’ writing before and after the use of Brain Gym activities were described. Two of these psychological factors, that may have direct impact or influence to academic performance, are curiosity and epistemological beliefs. In recent years, academic achievement and performance have been linked to several psychological factors. Some of these are related to personological, sociological, and psychological factors. ABSTRACT : There are many factors that influence academic performance of students. ![]()
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