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All Journal LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Walada: Journal of Primary Education Jurnal Pendidikan Guru Sekolah Dasar Cahaya: Journal of Research on Science Education Widyajaya: Jurnal Mahasiswa Prodi PGSD
Kadek Hengki Primayana
Institut Agama Hindu Negeri Mpu Kuturan
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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ANALISIS PENERAPAN MODEL PEMBELAJARAN BRAIN BALANCE LEARNING DI SEKOLAH DASAR Ni Made Yunik Puspita Yanti; Kadek Hengki Primayana; Ni Putu Candra Prastya Dewi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10931

Abstract

ABSTRACT Elementary social and science learning requires learning experiences that connect conceptual understanding, active engagement, and students’ readiness to process information. In this context, Brain Balance Learning is considered relevant because it integrates multisensory activities, movement, visualization, reflection, and learning interaction, allowing cognitive functions to be engaged in a more balanced manner. This study examines how the approach has been implemented and the extent to which it contributes to social and science learning in elementary schools. The review was conducted using a Systematic Literature Review procedure guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 25 national and international articles published between 2021 and 2026 were selected through identification, screening, eligibility assessment, and content synthesis. The findings indicate that 80% of the reviewed articles reported improved learning concentration, 70% documented gains in critical thinking, 55% linked the approach to increased creativity, and 45% identified strengthened scientific literacy. Student engagement was also reported in 60% of the analyzed articles. These outcomes were more evident when learning was supported by brain gym, mind mapping, visual media, animated videos, multisensory activities, and neuroscience-based e-modules. The review suggests that Brain Balance Learning can enrich elementary social and science learning by fostering active, contextual, and developmentally responsive learning experiences. ABSTRAK Pembelajaran IPAS di sekolah dasar menuntut pengalaman belajar yang mampu menghubungkan pemahaman konsep, keterlibatan aktif, dan kesiapan peserta didik dalam mengolah informasi. Dalam konteks tersebut, Brain Balance Learning dipandang relevan karena mengintegrasikan aktivitas multisensori, gerak, visualisasi, refleksi, serta interaksi belajar yang memberi ruang bagi keterlibatan fungsi kognitif secara lebih seimbang. Kajian ini menelaah bagaimana pendekatan tersebut diterapkan dan sejauh mana kontribusinya terhadap pembelajaran IPAS di sekolah dasar. Penelusuran dilakukan melalui Systematic Literature Review dengan prosedur Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sebanyak 25 artikel nasional dan internasional yang terbit pada 2021–2026 diseleksi melalui tahap identifikasi, penyaringan, penilaian kelayakan, dan sintesis isi. Peta temuan memperlihatkan bahwa 80% artikel melaporkan peningkatan konsentrasi belajar, 70% mencatat perkembangan berpikir kritis, 55% mengaitkan penerapan pendekatan ini dengan kreativitas, dan 45% menunjukkan penguatan literasi sains. Keterlibatan belajar juga muncul pada 60% artikel yang dianalisis. Dampak tersebut lebih tampak ketika pembelajaran dipadukan dengan brain gym, mind mapping, media visual, video animasi, aktivitas multisensori, dan e-modul berbasis neurosains. Kajian ini menegaskan bahwa Brain Balance Learning berpotensi memperkaya pembelajaran IPAS melalui pengalaman belajar yang aktif, kontekstual, dan selaras dengan kebutuhan perkembangan peserta didik.
INTEGRATION OF TRI KAYA PARISUDHA VALUES IN THE DISCOVERY LEARNING MODEL IN ELEMENTARY SCHOOL STUDENTS' SCIENCE LEARNING Ida Ayu Kade Citra Diwya Citta; Made Adi Nugraha Tristaningrat; Kadek Hengki Primayana
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12285

Abstract

ABSTRACT Science learning in elementary schools not only focuses on understanding the material but also aims to develop critical thinking skills and shape students' character. However, classroom learning still largely relies on traditional methods, resulting in students' problem-solving abilities not being fully developed. This article discusses the application of the Tri Kaya Parisudha values ​​in the Discovery Learning model in science learning through a literature study method. The research was conducted by reviewing various scientific references related to the topic. The results of the study indicate that the Discovery Learning model can encourage students to be more active in discovering concepts independently, thereby improving critical thinking and problem-solving skills. Furthermore, the Tri Kaya Parisudha values ​​help shape positive attitudes in thinking, speaking, and acting in students. The combination of these two approaches results in learning that emphasizes not only academic abilities but also comprehensive character development. Therefore, this model is considered suitable for implementation in science learning in elementary schools. ABSTRAK Pembelajaran IPA di sekolah dasar tidak hanya berfokus pada pemahaman materi, tetapi juga bertujuan untuk mengembangkan kemampuan berpikir kritis serta membentuk karakter siswa. Namun, pembelajaran di kelas masih banyak yang bergantung pada metode tradisional, sehingga kemampuan pemecahan masalah siswa belum berkembang secara optimal. Artikel ini membahas penerapan nilai Tri Kaya Parisudha dalam model Discovery Learning pada pembelajaran IPA melalui metode studi literatur. Penelitian ini dilakukan dengan mengkaji berbagai referensi ilmiah yang relevan dengan topik tersebut. Hasil kajian menunjukkan bahwa model Discovery Learning dapat mendorong siswa untuk lebih aktif dalam menemukan konsep secara mandiri, sehingga meningkatkan kemampuan berpikir kritis dan pemecahan masalah. Selain itu, nilai Tri Kaya Parisudha membantu membentuk sikap positif dalam berpikir, berkata, dan bertindak pada diri siswa. Kombinasi kedua pendekatan ini menghasilkan pembelajaran yang tidak hanya menekankan kemampuan akademik, tetapi juga pengembangan karakter secara menyeluruh. Oleh karena itu, model ini dinilai sesuai untuk diterapkan dalam pembelajaran IPA di sekolah dasar.
Analisis Penerapan Model Pembelajaran Numbered Head Together Berbantuan Question Card di Sekolah Dasar: Sebuah Kajian Literatur Tahun 2020-2025 Kadek Budiani; Kadek Hengki Primayana; I Gusti Ngurah Arya Yudaparmita
CAHAYA: Journal of Research on Science Education Vol. 4 No. 2 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i2.524

Abstract

The present study aims to explore the application of a Question Card-assisted Numbered Head Together (NHT) teaching model within elementary school settings based on evidence gathered from previous research studies. The research design adopted was a qualitative literature-based review study that involved examining numerous relevant research articles published in the time range from 2020–2025. Data was collected through article searches on the Google Scholar database, and subsequently interpreted through content analysis procedures. The findings obtained from the reviewed studies reveal that the application of the NHT approach combined with Question Card consistently produces a positive impact on learning activity, student motivation, concept understanding, and academic achievement outcomes for elementary school students. This model encourages the involvement of every student in learning through structured group work, while the Question Card acts as a medium that helps focus the discussion and clarify the learning material. Thus, the Question Card-assisted NHT approach can be considered an effective and practical alternative and relevant learning strategy to enhance the effectiveness of teaching and learning activities as well as educational outcomes at the elementary education level.
Co-Authors Bagus Parindra Bunga Yani Desak Made Ari Sukma Dewi Gede Ambara Kusuma Wardana Gede Sukadana Gede Wendi Yudiartha I Gede Arya Wiradnyana I Gusti Ngurah Arya Yudaparmita I Ketut Ngurah Ardiawan I Ketut Suparya I Nyoman Pancaria Ida Ayu Kade Citra Diwya Citta Ida Ayu Komang Tri Widia Utami IG. Agung Jaya Suryawan Kadek Ayu Septya Dewi Kadek Budiani Kadek Cintia Paramita Kadek Diani Arta Budi Kadek Dwi Anjani Pratiwi Kadek Selda Brilianda Mandalika Kadek Yurin Harmelia Ketut Ayu Anindya Dewi Ketut Gea Putra Dhinata Ketut Murni Sri Artini Luh Put Diska Ryanti Made Adi Nugraha Tristaningrat Made Dhiana Puspa Yoga Made Mita Citra Dewi Ni Ketut Dian Chellsea Marcellya Putri Ni Ketut Yeti Marlina Ni Komang Sri Sukediargi Ni Komang Widya Sari Ratnadi Ni Luh Safna Dewi Ni Luh Yunita Maharani Ni Made Widia Seniasih Ni Made Yunik Puspita Yanti Ni Putu Candra Prastya Dewi Putu Ardelia Giovanni Wirama Putu Ayu Widya Dama Putri Putu Evita Ocean Ungga Putri