A ABILITY UNDERSTANDING CONCEPT AND THINKING CREATIVE: IMPLEMENTATION OF BRAIN BASED LEARNING WITH WHOLE BRAIN TEACHING METHOD

The ability to understand mathematical concepts and think creatively are abilities that must be mastered by students in order to use the brain-based learning model using the Whole Brain Teaching method. The purpose of this research was to determine the effect of brain-based learning. with the Whole Brain Teaching method simultaneously on the ability to understand mathematical concepts and creative thinking, the effect of Brain Based Learning with the Whole Brain Teaching method on the ability to understand mathematical concepts, and the effect of Brain Based Learning with the Whole Brain method. Quasi Experimental Design with the Post-test Only Control Group Design design used. The population of MT's students throughout South Lampung Regency and the Cluster Random Sampling technique sample were 60 students (experimental class n = 30 control class n = 30). The essay test instrument for understanding concepts 7 questions and mathematical creative thinking 4 questions with the material of rectangular shapes. The data analysis technique is Multivariate Analysis of Variance (MANOVA) with a significance of 50% and a significance value of the ability to understand concepts and think creatively simultaneously of 0.000, a significance value of the ability to understand concepts of 0.000 and a significance value of creative thinking of 0.003 so the significance value is less than 0.05. There is an influence of brain-based learning with Whole Brain Teaching on the ability to understand concepts and think creatively partially or simultaneously. The results of creative thinking are better than the ability to understand mathematical concepts. Kemampuan memahami konsep matematika dan berpikir kreatif merupakan kemampuan yang harus dikuasai siswa agar menggunakan model brain based learning dengan menggunakan metode Whole Brain Teaching. Tujuan penelitian untuk mengetahui pengaruh brain based learning. dengan metode Whole Brain Teaching simultan terhadap kemampuan memahami konsep dan berpikir kreatif matematis, pengaruh Brain Based Learning dengan metode Whole Brain Teaching terhadap kemampuan memahami konsep matematika, dan pengaruh Brain Based Learning dengan metode Whole Brain. Quasy Experimental Design dengan desain Posttest Only Control Goup Design yang digunakan. Populasi siswa MTs se-Kabupaten Lampung Selatan dan sampel teknik Cluster Random Sampling ada 60 siswa (kelas eksperimen n=30 kelas kontrol n=30). Instrumen tes essay pemahaman konsep 7 soal dan berpikir kreatif matematis 4 soal dengan materi bentuk reaktangular. Teknik analisis data Multivariate Analysis of Variance (MANOVA) dengan signifikansi=50% serta nilai signifikansi kemampuan memahami konsep dan berpikir kreatif secara simultan sebesar 0,000, nilai signifikansi kemampuan memahami konsep sebesar 0,000 dan nilai signifikansi berpikir kreatif sebesar 0,003 jadi nilai signifikansi kurang dari 0,05. Kesimpulan ada pengaruh brain based learning dengan Whole Brain Teaching terhadap kemampuan memahami konsep dan berpikir kreatif secara parsial maupun simultan. Hasil berpikir kreatif lebih baik dibandingkan kemampuan pemahaman konsep matematika.