<![CDATA[Student boredom in elementary school mathematics learning constitutes a significant structural barrier to numeracy competency achievement. This study aimed: (1) to analyze the effectiveness of the Brain-Based Learning (BBL) model in reducing mathematics learning boredom among fifth-grade students; and (2) to measure the improvement of mathematics learning outcomes through BBL compared to conventional instruction. A quasi-experimental design with a Non-Equivalent Control Group was employed involving 60 students. Instruments included a mathematics achievement test and a validated learning boredom scale. Results demonstrated: (1) a significant difference in learning boredom (t = 8.74; p < 0.001); (2) N-Gain of the experimental class reached a high category (g = 0.72); and (3) effect size indicated a large category (d = 1.23). The study concludes that BBL effectively creates an adaptive and enjoyable mathematics learning environment in elementary schools.]]>
Copyrights © 2026
