Implications of the Brain-Based Learning Model on Cognitive Learning Outcomes of Plant Tissue Structure

Education plays a crucial role in enhancing human resources and national development. One of the key aspects of education is students' ability to understand scientific concepts, such as those related to plant tissue structure. This study aims to analyze the effect of the Brain-Based Learning (BBL) model on students' cognitive learning outcomes in understanding plant tissue structure material. The method used is a quasi-experiment with a Non-equivalent Control Group Design, involving two groups of 11th-grade students at a high school in Sukabumi: the experimental group, which uses the BBL model, and the control group, which uses the Discovery Learning model. Data were collected through pre-test, post-test, and student response questionnaires. The results showed that the implementation of the BBL model, based on the use of local plants, had a significant impact on improving students' cognitive learning outcomes. The average N-Gain in the experimental group reached 0.6748 (medium-high category), higher than the control group, which had an N-Gain of 0.3790 (medium category). The implementation of the BBL model successfully enhanced students' conceptual understanding in a more effective and contextual manner. This study indicates that the BBL model can be an effective alternative for biology learning, especially for complex topics like plant tissue structure.