Fostering conceptual understanding in mathematics through brain-based learning with crossword puzzle media
DOI:
https://doi.org/10.35316/alifmatika.2026.v8i1.28-37Keywords:
Brain-Based Learning, Crossword Puzzles, Conceptual UnderstandingAbstract
This study aimed to foster seventh-grade students' conceptual understanding in mathematics, particularly in algebra, through the Brain-Based Learning (BBL) model supported by crossword puzzle media. Conceptual understanding is essential for mastering higher-level mathematics, highlighting the need for effective instructional strategies. A quasi-experimental design with a nonequivalent control group was employed, involving two classes randomly selected from the 2024/2025 seventh-grade population using a spin wheel application. Students' conceptual understanding was assessed via essay tests and analyzed using Welch's t-test on normalized gain (N-Gain) scores. The experimental group achieved a significantly higher mean N-Gain (M = 0.66) compared to the control group (M = 0.41) at the 0.05 significance level. The findings reveal a clear and meaningful difference between the groups, backed by strong statistical evidence t(33.731) = −4.324, p < 0.001, Cohen's d = 1.31), indicating that Brain-Based Learning with crossword puzzle media significantly enhanced students' conceptual understanding compared to conventional instruction. However, the study is limited by a small sample from a single school and the exclusion of specialized classes, which may affect generalizability. These findings suggest that integrating Brain-Based Learning with interactive media can effectively foster deeper mathematical understanding.
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