Implementasi Brain-Based Learning untuk Meningkatkan Kemampuan Spasial dan Self-Concept Matematis Siswa pada Pembelajaran Geometri SMP : Penelitian kuasi eksperimen pada siswa kelas VIII salah satu SMP di Siak - Sefianti, Ria (2015)
Penelitian ini didasarkan pada permasalahan kurang berkembangnya kemampuan berpikir spasial matematis serta perlunya mengembangkan self-concept siswa. Tujuan penelitian ini adalah untuk mengetahui: (1) Pencapaian kemampuan spasial siswa yang mendapat implementasi BBL dan siswa yang mendapat pembelajaran biasa, (2) Peningkatan kemampuan spasial siswa yang mendapat implementasi BBL dan siswa yang mendapat pembelajaran biasa, (3) Peningkatan kemampuan spasial siswa yang mendapat implementasi BBL dan siswa yang mendapat pembelajaran biasa ditinjau dari Kemampuan Awal Matematis (KAM), dan (4) Self-concept siswa yang mendapat implementasi BBL dengan siswa yang mendapat pembelajaran biasa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain kelompok kontrol non-ekuivalen. Instrumen yang digunakan untuk mengumpulkan data pada penelitian ini terdiri dari instrumen tes dan skala self-concept matematis. Hasil penelitian menunjukkan terdapat perbedaan pencapaian dan peningkatan kemampuan spasial secara signifikan antara kelas kontrol dan kelas eksperimen, dengan kemampuan spasial siswa di kelas yang memperoleh implementasi BBL lebih baik daripada kelas biasa. Juga terdapat perbedaan peningkatan kemampuan spasial secara signifikan jika ditinjau dari KAM. Analisis data angket memperlihatkan bahwa self-concept siswa yang memperoleh BBL lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran biasa. This research was based on the problem of undeveloped spatial mathematical thinking skill and the need to develop student's self-concept. The purpose of this research was to determine: (1) Achievement spatial ability of student who got BBL implementation and students who received regular learning, (2) The improvement of student's spatial ability who got BBL implementation and students who received regular learning, (3) The improvement of student's spatial ability who received BBL implementation and students who received the regular learning based on initial mathematical ability, and (4) The self-concept of students who received BBL implementation with students who got regular learning. This study was a quasi-experimental research design with non-equivalent control group. Instruments that were used to collect data in this research consisted of test instrument and mathematical self-concept scale. The results showed that there were significant differences in achievement and improvement of spatial ability between the control class and experimental class, the spatial ability of students in the class who learned BBL implementation was higher than regular learning classes. Similar result there were differences in spatial abilities increasing significantly when viewed from initial mathematical ability. The analysis of questionnaire data showed that the self-concept of students who received BBL significantly higher than students who received regular learning.