Optimization of Junior High School Biology Learning through the EXAIR Model Based on Brain-Based Learning and Whole Brain Teaching

Eka Lidiastuti, Arinda
Priyanti, Novie Ary
Wahyuni, Sri
Nisa, Liza Choirun
Muttaqin, M. Zainul
Harifa, Zayyana

International Journal of Sustainable English Language, Education, and Science
Vol. 1 No. 2 (2024)

The purpose of this study is to optimize junior high school biology learning through the EXAIR model, which integrates Brain-Based Learning and Whole Brain Teaching principles. The research employs a quasi-experimental design with pretest-posttest involving 106 students in Malang, Indonesia. Learning outcomes were assessed using multiple-choice tests to measure cognitive achievement and critical thinking skills. The ANCOVA analysis demonstrated a significant effect of the learning model on student learning outcomes (p < 0.05), with the experimental class outperforming both positive and negative control classes. The EXAIR model was proven effective in activating both hemispheres of the brain, fostering engagement, and enhancing critical thinking skills. However, limitations were observed during the auditory learning stage due to insufficient student interaction. This study underscores the importance of brain-balanced learning strategies to improve biology education outcomes.