Students' self-efficacy of mathematics through brain based learning

Abstract

Self-efficacy is a capability needed by students in mathematics. The research aims to determine whether there are differences of brain based learning and direct instruction model on students' mathematics self-efficacy. This research was quasi experimental research with pretest-posttest control group design. The population was fourth graders of State Elementary Schools in Yogyakarta academic year 2017/2018. The sample was randomly assigned to either the treatment or the control group. The data was collected by using self-efficacy scale. The data analysis used independent sample T test. The results show that brain based learning model used in experimental class was more effective in increasing self-efficacy than direct instruction model used in control class. Brain based learning was a learning model that could facilitate students to develop self-efficacy. Brain based learning emphasized a comfortable, fun, emotionally engaging learning environment, and the learning process corresponded to students' brain abilities to learn.