<![CDATA[This study was conducted due to students’ low mathematical concept comprehension skills and social attitudes. The contributing factors include teacher-centered instruction and a lack of active student engagement in the learning process. Therefore, a learning approach is needed that can optimize brain function while actively involving students in the learning process. One approach that can be used is Brain-Based Learning (BBL), which is designed based on how the brain receives, processes, and stores information, thereby making learning more meaningful. The objectives of this study are to determine the effect of the Brain-Based Learning approach on students’ mathematical concept comprehension and social attitudes, as well as to determine its simultaneous effect on both variables. This study was conducted at SMP Negeri 5 Cilegon using a quantitative method with a quasi-experimental design of the pretest-posttest control group type. The sample consisted of 68 seventh-grade students selected using cluster random sampling. Research data were obtained from pretest and posttest assessments of mathematical concept comprehension, as well as initial and final scales of students’ social attitudes. The results of the study indicate that: (1) Learning using the Brain-Based Learning approach has a positive effect on students’ mathematical concept comprehension, (2) Learning using the Brain-Based Learning approach has a positive effect on students’ social attitudes, and (3) Learning using the Brain-Based Learning approach has a positive effect on both students’ mathematical concept comprehension and social attitudes simultaneously.]]>
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