THE INFLUENCE OF BRAIN GYMNASTIC TO LEARNING ACHIEVEMENT ON STUDENTS IN MOJOKERTO REGENCY

Abstract

Achievement was result of activity that had been done, created both individually and in groups. Learning achievement was perfect if it fulfilled cognitive, affective and psychomotor aspects. Continuous brain exercise would familiarize children to maintain main brain cognitive functions, so they could help children to achieve achievements. This study aimed to determine brain gymnastic effect on elementary school student achievement in Mojokerto. This research was conducted with a quasi-experimental method with "Pretest-Postest with Control Group Design" at Al-Akbar Mojokerto Islamic Primary School. Sampling used purposive sampling, 132 students. Brain gymnastics was performed 6 times a week for 4 weeks with 7-10 minutes in each exercise, while children's learning achievements were measured by test scores. The study instruments used observation data on brain training and reports on children's learning achievement. Data were analyzed with Wilcoxon Mann Whitney test with SPSS for Windows. The results showed that before training students' learning achievement was very satisfying with 1 respondent (3%) in treatment group and the very satisfying control group totaling 9 respondents (28%). Learning achievement after training for 4 weeks was mostly very satisfying 29 respondents (88%) in treatment group, while in control group considered satisfying totaling 16 respondents (49%). The data results with Man Whitney got a value of ρ 0.008, meant that there was influence of brain gymnastics on learning achievement. By doing a simple gesture would activate brain cells and increased blood flow to brain so that concentration of learning could increase and could receive the knowledge provided by teacher.