Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

10.97

P-Index

This Author published in this journals

Asep Supena.

Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Author-ID : 393465

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

Published : 102 Documents Claim Missing Document

Claim Missing Document

Articles

7 8 9 10 11

Implementation of Brain-Based Learning to Reduce Mathematics Anxiety in the Teaching of Fractions at Primary School Erni Nurjanah; Asep Supena
Journal of International Multidisciplinary Research Vol. 3 No. 12 (2025): Desember 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1416

This research examines the application of the Brain-Based Learning (BBL) model to reduce math anxiety in teaching fractions at the elementary school level. This study used a quantitative approach with a pretest–posttest quasi-experimental control group design involving two fifth-grade classes: one experimental class that received fraction instruction through BBL and one control class that was taught using conventional methods, with 40 students in each group. Mathematics anxiety related to fractions was measured using a modified mathematics anxiety scale for elementary school students, while fraction achievement was evaluated through a valid written test. The results showed that both groups had relatively equivalent initial abilities, supported by normal and homogeneous pretest data and no significant differences in pretest scores. After the intervention, the experimental class showed consistently lower levels of anxiety related to fractions in all dimensions (tests/assessments, classroom learning situations, fraction tasks, and fraction avoidance) and significantly higher post-test scores than the control class, with an average difference of about seven points. The findings show that BBL, which aligns the learning process with the way the brain naturally learns by fostering positive emotions, multisensory experiences, and meaningful social interaction, is effective in improving students' understanding of fractions while simultaneously reducing their math anxiety. This study offers a unique perspective by conducting an experimental trial of BBL as a targeted intervention for math anxiety related to fractions in Indonesian elementary schools and highlighting its potential as a neuroeducation-based pedagogical strategy to foster numeracy and emotional well-being in math learning.

Principles of Emotions Affecting Learning and Social Learning in Elementary School Resyi Abdul Gani; Asep Supena
Journal of International Multidisciplinary Research Vol. 3 No. 12 (2025): Desember 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1419

This study aims to develop a comprehensive constellation model and identify optimal strategies for strengthening lecturers’ professional commitment in the largest private universities in Bogor. Penelitian ini mengkaji secara mendalam bagaimana emosi dan belajar sosial memengaruhi proses pembelajaran di sekolah dasar melalui perspektif neuropedagogik dan brain‑based learning. A mixed methods approach was used by combining quantitative analysis (meta-analysis of 173 respondents and 47 indicators of NP, EC, OB, MS, BS) and descriptive qualitative analysis using thematic analysis techniques on semi-structured interviews with five elementary school teachers. The meta-analysis results showed a very strong average effect of the latent construct relationship (t(128) = 12.92; p < 0.001; r ≈ 1.00) with almost zero heterogeneity (Qₑ(128) = 1.67; τ² = 0; I² = 0%), and no significant moderating effects were found for all indicators; the partial meta-regression coefficients for all items were very close to zero and the R² value was 0.000. Qualitatively, three main themes emerged: (1) positive emotions as the foundation of learning readiness, (2) social interaction as a reinforcement of meaning formation, and (3) contextual learning that integrates cognitive, emotional, and social dimensions. Although most teachers have not yet mastered the concepts of neuropedagogy and brain-based learning theoretically, they have intuitively implemented its principles through motivation, praise, humor, group work, collaborative projects, and learning experiences relevant to students' real lives. These findings support the latest theory that places emotions and social interactions as the main drivers of brain function in learning (Immordino Yang, 2016; Tyng et al., 2017; Vygotsky, 1978; Jensen, 2008), and emphasizes the importance of strengthening teachers' competence in understanding and designing brain- and emotion-based learning to support the holistic development of elementary school students.

Bridging Educational Neuroscience and Instructional Practice in Primary Schools through Teachers’ Neuropedagogic Understanding Martatiyana, Diana Rossa; Supena, Asep
International Journal of Multidisciplinary Research and Innovation Vol. 1 No. 2 (2025): Vol 1 no 2 December 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijmri.v1i2.136

The development of educational neuroscience has provided an increasingly comprehensive understanding of learning as the result of interactions among biological, emotional, social, and environmental factors. Nevertheless, the application of neuroscientific findings in instructional practices at the elementary school level continues to face various challenges. This study aims to bridge educational neuroscience and classroom practice by analyzing elementary school teachers' understanding and implementation of neuropedagogical principles. A mixed methods approach with an embedded design was employed, integrating quantitative and qualitative data. Quantitative data were collected through a Likert-scale questionnaire to identify trends in brain-based instructional practices, while qualitative data were obtained through semi-structured interviews to explore teachers' pedagogical experiences and reflections. The findings indicate that teachers' instructional practices are largely aligned with principles of educational neuroscience, particularly in the management of emotional readiness, multisensory learning, and attention regulation. These results underscore that the primary challenge in implementing neuropedagogy lies not in teaching practices themselves, but in teachers' literacy in educational neuroscience. Strengthening teachers' conceptual understanding has a recognized potential to optimize existing practices, making them more systematic, reflective, and sustainable in supporting the cognitive, emotional, and social development of elementary school students.

Implementation of Inclusive Education for Students with Hearing Impairment (Deaf): A Study in Elementary School Hardian Mei Fajri; Asep Supena; Totok Bintoro
JIP Jurnal Ilmiah PGMI Vol 10 No 1 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i1.21787

Inclusive education is based on the right of all learners to a quality education that meets their basic learning needs and enriches their lives. This study aims to describe the implementation of elementary school inclusive education for students with hearing loss. This research method used a qualitative descriptive approach. Data collection techniques were carried out through interviews with teachers, and observation. This research uses triangulation techniques to check the validity of the data. Data analysis techniques consist of data reduction, data presentation, and conclusion drawing. The results of this study found that in the implementation of inclusive learning/education in elementary school, three important components support the academic success of learners with hearing impairments, namely: (1) the role of the teacher is to create a positive and meaningful classroom atmosphere for learners, positioning learners with hearing impairments to be considered by other classmates, not as different children; (2) the role of fellow learners in the classroom is as allies to support and help each other in academic activities; and (3) the role of parents is to provide more attention, support and time to support children's cognitive health and academic development and success.

Evaluasi Pendidikan Inklusi di Sekolah Dasar Negeri Janawati, Ni Luh Putu Gopi; Supena, Asep; Akbar, Zarina
JOEAI (Journal of Education and Instruction) Vol. 3 No. 2 (2020): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v3i2.1461

This study aims to evaluate the implementation of inclusion education program in Gerantung State Elementary School, Central Lombok. The approach used in the research is descriptive qualitative CIPP model (Context, Input, Process, Product). Data collection in this study using interview, observation, and documentation techniques with research subjects are principals and teachers. The results of the research, in the context evaluation showed that the school officially implemented inclusion education because it had obtained permission and guidance to implement inclusion programs from the regional education office. The results of the input evaluation showed that there are three types of children with special needs (ABK) in the school, namely slow learning, learning difficulties, and hyperactivity. ABK gets learning using a curriculum that has been modified by the general teacher because it does not have a special tutor. In addition, the results of input evaluation showed that the school already has supporting facilities and infrastructure for ABK but not used properly. The results of the evaluation process show that teachers make learning planning and mentoring to students outside of lesson hours. Product evaluation results show that the academic achievement of students with special needs is left with normal students while non-academic achievement students with special needs can compete with normal students. In conclusion, the implementation of inclusion education program at SD Negeri Gerantung has been running officially, there are already facilities and infrastructure supporting ABK although it has not been optimally utilized, teachers have made a learning plan. Keywords: Children with Special Needs, Program Evaluation, CIPP Model, Inclusion Education

The Implementation of the Brain-based Learning Model in Elementary Schools Studied from a Literature Review Oktaviani, Anna Maria; Gunardi, Ari; Supena, Asep
Teknodika Vol 21, No 1 (2023): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v21i1.71689

This research is to find out how the learning process of the "brain-based learning" model at the elementary school level. In this case, neuropedagogy is an interdisciplinary approach combining neuroeducation, psychology, and education by developing innovative methods, curricula, skills, and initiatives to use findings in learning, memory, language, and other fields. Cognitive neuroscience further aims to provide educators with knowledge about the best teaching and learning strategies. This study thus used a literature review using a descriptive analysis method on brain-based learning methods/models, learning models suitable to be applied in elementary education. By knowing the child's development, the brain-based learning method or model will be appropriate for teaching elementary school pedagogy.

Executive Function In Early Childhood: What Do Teachers Know And Do In The Classroom? Ifana, Fitra; Rahmawati, Yuli; Supena, Asep
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : UIN Sultan Maulana Hasanudin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/assibyan.v10i2.11163

The purpose of this study is to investigate how early childhood education (ECE) teachers comprehend and use learning techniques that promote the development of executive function in young children. The three primary components of executive functions—working memory, inhibitory control, and cognitive flexibility—are essential to children's self-regulation and preparation for learning. Several early childhood education teachers in the Jakarta and Bekasi regions were interviewed in-depth to gather data using a qualitative methodology. The research findings indicate that most teachers are not familiar with the term "executive function," but in practice, they have been conducting activities that support these aspects in daily learning. Nevertheless, the implementation of these activities has not been fully directed or recognized as part of executive function development. Therefore, efforts to enhance teacher professionalism through specialized training or seminars are needed so that their understanding and pedagogical practices can be more optimal in supporting the development of executive functions in early childhood.

ANALISIS DESKRIPTIF KUANTITATIF KEMAMPUAN LITERASI SAINS ANAK USIA DINI: TINJAUAN TEORI VYGOTSKY, PIAGET, DAN BRONFENBRENNER Siregar, Masyunita; Supena, Asep; Pujiastuti, Indah Sri
Jurnal Gentala Pendidikan Dasar Vol. 11 No. 2 (2026): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v11i2.57275

Science literacy in early childhood is a fundamental competency that develops progressively through the interaction of cognitive, sociocultural, and ecological factors. This study aimed to describe the science literacy competencies of children aged 5–6 years and to interpret their developmental patterns from the integrated perspectives of Piaget, Vygotsky, and Bronfenbrenner. A descriptive quantitative approach was employed, involving 32 early childhood education (PAUD/TK) teachers in Padang Lawas Regency. Data were collected using a science literacy assessment instrument and analyzed through descriptive statistics, including means, standard deviations, frequency distributions, and percentages, across six science literacy indicators: observing, classifying, questioning, predicting, exploring, and communicating findings. The results indicated that the overall level of children's science literacy was categorized as good (M = 2.75, on a 4-point scale). The highest score was obtained for the ability to classify and compare objects (M = 3.28, very good), whereas the lowest scores were found in making simple predictions (M = 2.25, fair) and communicating observation results (M = 2.44, fair). From a multiperspective theoretical analysis, these developmental patterns can be understood through the complementary contributions of Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Bronfenbrenner's ecological systems theory. Furthermore, the local natural environment was identified as an important ecological resource that supports the integration of these theoretical perspectives in fostering young children's science literacy.

Implementasi Pendidikan Inklusif di Sekolah Dasar Negeri Kecamatan Jatiuwung Kota Tangerang: Tantangan dan Urgensi Evaluasi Program Adzka Azzamulhaq; Asep Supena; Indra Jaya
PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP) Vol. 4 No. 1 (2026): Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP) 2026
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/snkp.v4i1.4485

Pendidikan inklusif adalah upaya guna memberikan kesempatan belajar yang setara untuk seluruh peserta didik tanpa terkecuali, termasuk peserta didik berkebutuhan khusus. Walaupun berbagai kebijakan terkait pendidikan inklusif sudah diterapkan di Indonesia, implementasinya di sekolah masih menghadapi berbagai tantangan, khususnya pada aspek sumber daya manusia, saran dan prasarana, serta pengelolaan program pendidikan inklusif. Penelitian ini bertujuan untuk mengkaji tantangan implementasi pendidikan inklusif di Sekolah Dasar Negeri Kecamatan Jatiuwung Kota Tangerang dan menelaah urgensi evaluasi program dalam meningkatkan kualitas layanan pendidikan inklusif. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data dianalisis secara deskriptif kualitatif melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pendidikan inklusif di Sekolah Dasar Negeri Kecamatan Jatiuwung Kota Tangerang masih menghadapi berbagai tantangan, yakni keterbatasan kompetensi guru dalam menangani peserta didik berkebutuhan khusus, keterbatasan guru pendamping khusus, kurangnya sarana dan prasarana yang aksesibilitas, serta belum optimalnya pengelolaan program pendidikan inklusif di sekolah, maka dari itu, evaluasi program menjadi poin penting untuk mengetahui efektivitas pelaksanaan pendidikan inklusif serta sebagai dasar dalam melakukan perbaikan dan pengembangan layanan pendidikan inklusif yang lebihi baik dan berkelanjutan

SYSTEMATIC LITERATURE REVIEW: BAGAIMANA EFEKTIVITAS BRAIN-BASED LEARNING TERHADAP MATHEMATICAL ABILITIES SISWA SEKOLAH DASAR? Hardian Mei Fajri; Asep Supena
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14872

Brain-based learning is an educational instruction that maximises the thinking process and potential of the brain based on the perspective and how the brain works in learning so as to create a pleasant learning environment and a positive learning climate. This study aims to provide an overview of the learning process using the Brain-Based Learning approach and explore how the effectiveness of brain-based learning on mathematical abilities of elementary school students. This research is a descriptive qualitative research with Systematic Literature Review (SLR) research approach. The Systematic Literature Review research procedure refers to eight steps with three main stages, namely planning the review, conducting the review, and documenting the review. The literature sources of this research used various sources of articles from Google Schoolar, Elsevier, Taylor & Francis, Springer, and ScienceDirect. The results showed that Brain-Based Learning has a positive influence on mathematics skills and proven effective in improving students' mathematics skills. In addition, the use of Brain-Based Learning makes the learning process more optimal because it considers how students' brains work.

Co-Authors Abd. Rasyid Syamsuri Abdul Rosyid Adistyana Pitaloka Kusmawati Advelia, Fela Adzka Azzamulhaq Amelia, Winda Anna Maria Oktaviani Arifin Maksum Arita Marini Azhar, Arry Patria Surya Bagus Prasetyo Batubara, Hamdan Husein Cahyani Kusuma, Tesya Chintya Rahmawati Dewi, Indah Ratna Dewi, Nastitisari Dhieni , Nurbiana Durotul Yatimah Dwiprabowo, Risky Edu, Ambros Leonangung Edwita, Edwita Eka Pratiwi Eka, Eka Pratiwi Eko siswono Endry Boeriswati Fatkhul Arifin Faujiah, Evi Fauzan . Febriyanti Utami, Febriyanti Firmanul Catur Wibowo Fitria Budi Utami Fitriyani Fitriyani Gumgum Gumelar Fajar Rakhman Gunardi, Ari Hardian Mei Fajri Hendrawan, Doni Hermanto Hermanto Hermanto Hermanto Huliyah, Muhiyatul Ifana, Fitra Ignasius Putera Setiahati Iis Nurasiah Ika Firma Ningsih Dian Primasari Ikhwan Abduh Indina Tarjiah Indra Jaya Irmawanty, Irmawanty Iskandar, Rossi Islahuddin, Islahuddin Istiana, Yuyun Izul Islamudi Jaitul Hairun Nisa Janawati, Ni Luh Putu Gopi Jayadi Jayadi Khaeroh, Innayatul Kurnia, Budi Kurniawan, Erfan Lestari, Mas roro Diah Wahyu Linda Zakiah Liza Murniviyanti Liza Murniviyanti, Liza MAHYUMI RANTINA, MAHYUMI Manurung, Alberth Martatiyana, Diana Rossa Mastoah, Imas Maya Muizatil Lutfillah Mohamad Syarif Sumantri Mu'awwanah, Uyu muawwanah, uyu Muhamad Dawam Raihan Muhammad Yusuf Ferdiansyah Muliati Mursak Munajah, Robiatul Muskania, Ricka Tesi Nasrullah, Yuliana Nina Nurhasanah Nita Novianti, Nita Nora Surmilasari, Nora Nugraheny, Devita Cahyani Nur Latifah, Nur Nur Wulandari Nurbiana Dhieni Nurjanah, Erni Pardede, Esther Novelia Perawati Bte Abustang Primasari, Ika Firma Ningsih Dian Pujiastuti, Indah Sri Putra, Dava Permana Rachmawati, Nugraheni Ramadhani, Sulistyani Puteri Resyi Abdul Gani Romadhon, Muhamad Sesrita, Afridha Sheryl Mutiara Putri Sinyanyuri, Sonya Siregar, Masyunita Sumatri, Mohamad Syarif Teguh Prasetyo Tong, Jailani Totok Bintoro Triana, Hana Ucu Cahyana Venni Herli Sundi Wiwi Susanti Yoga Aditia Ragil Yufiarti Yuli Rahmawati Yuli Rahmawati Yulia Friska, Sonia Zarina Akbar Zulhendri Zulhendri

Title

Found 102 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 102 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 102 Documents
Search