Peningkatan Kualitas Pembelajaran di Kelompok Kerja Guru Gugus 1 Ngajum: Inovasi Whole-Brain Teaching
Main Article Content
Abstract
This community service program aims to enhance the quality of learning in KKG Gugus 1 Ngajum through the implementation of the Whole-Brain Teaching (WBT) innovation tailored to the needs of PAUD teachers. The activity began with a socialization session involving 30 out of 40 PAUD teachers in the region, focusing on introducing the concept of WBT as an interactive teaching approach that engages the whole brain of students. Following this, intensive training was conducted with hands-on methods, where teachers learned WBT techniques and developed lesson models that were relevant to local needs. Additionally, interactive learning technology was introduced to support the implementation of WBT in classrooms. Ongoing mentoring and periodic evaluations were carried out to ensure effective application of the method. The results of this program showed a significant improvement in student engagement and learning quality, with teachers successfully implementing WBT. Five WBT models developed during the training were compiled into a book that has been assigned an ISBN as an outcome of the community service. This program has made a positive contribution to improving teacher competencies and the quality of PAUD education, with the potential for broader application in other regions.
Article Details

Jurnal Pemberdayaan Masyarakat is licensed under a Creative Commons Attribution 4.0 International License.
References
Alharbi, M. A. (2015). Reading strategies , learning styles and reading comprehension : A Correlation Study. Journal of Language Teaching and Research, 6(6), 1257–1268. https://doi.org/10.17507/jltr.0606.13
Asmayanti, S., & Amalia, R. (2014). Improving Students’ Speaking Ability By Using Whole Brain Teaching (Wbt) Method At the First Year Students’ of Smp Negeri 1 Baraka. Exposure : Jurnal Pendidikan Bahasa Dan Sastra Inggris, 3(1), 72. https://doi.org/10.26618/ejpbi.v3i1.799
Atmarizon, D., & Zaim, M. (2016). the Implementation of Scientific Approach in Teaching English At the Tenth Grade of Senior High School 7 Padang. Komposisi: Jurnal Pendidikan Bahasa, Sastra, Dan Seni, 17(1), 1. https://doi.org/10.24036/komposisi.v17i1.8113
Aulina, C. N. (2018). Penerapan Metode Whole Brain Teaching dalam Meningkatkan Motivasi Belajar Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 1. https://doi.org/10.31004/obsesi.v2i1.1
Bifle, C. (2013). Whole Brain Teaching for Challenging Kids. https://www.amazon.com/Whole-Brain-Teaching-Challenging-Kids/dp/0984816712?asin=0984816712&revisionId=&format=4&depth=1
Delawati, D. (2019). Keterampilan Berpikir Kritis: Model Brain-Based Learning Dan Dan Model Whole Brain Teaching. Jurnal Bidang Pendidikan Dasar, 3(2), 9–14. https://doi.org/10.21067/jbpd.v3i2.3356
Hadi, I. (2018). Communicative Language Teaching Techniques and Learning Styles on The Student’s Speaking Skill at Private Vocational School. Scope : Journal of English Language Teaching, 1(02), 139. https://doi.org/10.30998/scope.v1i02.1271
Handayani, B. S., & Corebima, A. D. (2017). Model brain based learning (BBL) and whole brain teaching (WBT) in learning. International Journal of Science and Applied Science: Conference Series, 1(2), 153. https://doi.org/10.20961/ijsascs.v1i2.5142
Herwiana, S., Purwati, O., & Anam, S. (2023). Promoting Self-Regulated Learning of Reading Ability in University Students : EFL Lectures ’ Perspective. Elite Journal, 5(1), 155–166. http://elitejournal.org/index.php/ELITE/article/view/117%0Ahttp://elitejournal.org/index.php/ELITE/article/download/117/77
Keefe, J. W. (1985). Assessment of Learning Style Variables: The NASSP Task Force Model. Theory Into Practice (TIP), 24(2). https://www.jstor.org/stable/1476430
Mahlaba, S. C. (2020). Reasons why self-directed learning is important in South African during the COVID-19 pandemic. South African Journal of Higher Education, 34(6), 120–136. https://doi.org/10.20853/34-6-4192
Maola, D. H. (2024). Penerapan Metode Whole Brain Teaching untuk Meningkatkan Kemampuan Berbicara Siswa. 1(6), 309–315.
Muhammad, A., & Andari, S. (2022). Impelementasi Metode Whole Brain Teaching Dalam Manajemen Kelas Di Sd Nurul Faizah Surabaya. Jurnal Inspirasi Manajemen Pendidikan, 10.
Mujiyanto, D., Hartono, J., & Sakhiya, R. (2022). ICT Literacy and Self-Directed Learning through E-Module. 339–342. https://proceeding.unnes.ac.id/index.php/iset
Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, 3, 45–47. https://doi.org/10.21839/jaar.2018.v3iS1.169
Sholeh, A. (2019). Self-regulated learners in voluntary reading: The effects and Implications on EFL reading classes. Journal for the Education of Gifted Young Scientists, 7(4), 867–883. https://doi.org/10.17478/jegys.621021
Sun, J. C. Y., Tsai, H. E., & Cheng, W. K. R. (2023). Effects of integrating an open learner model with AI-enabled visualization on students’ self-regulation strategies usage and behavioral patterns in an online research ethics course. Computers and Education: Artificial Intelligence, 4(June 2022), 100120. https://doi.org/10.1016/j.caeai.2022.100120
Toh, W., & Kirschner, D. (2020). Title : Self-directed learning in video games , affordances and pedagogical implications for teaching and learning Weimin Toh National Institute of Education , Nanyang Technological University , 1 Nanyang Walk , Singapore , 637616 , email : weimin.toh@nie.
William, H. (2002). Discipline and Learning Styles. https://books.google.co.id/books?hl=id&lr=&id=_nrQlCmqemoC&oi=fnd&pg=PR3&dq=Haggart,+2002.+Learning+style&ots=FLb222I8EU&sig=31UyksX0HHtXF9JDnJSGceZgoCc&redir_esc=y#v=onepage&q&f=false
Yun, J. H. J., Lee, D., Ahn, H., Park, K., & Yigitcanlar, T. (2016). Not deep learning but autonomous learning of open innovation for sustainable artificial intelligence. Sustainability (Switzerland), 8(8). https://doi.org/10.3390/su8080797
Yurniwati, & Soleh, D. A. (2020). The effectiveness of computer-based problem solving to improve higher order thinking skills on prospective teachers. International Journal of Instruction, 13(2), 393–406. https://doi.org/10.29333/iji.2020.13227a
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281–290. https://doi.org/10.1108/OTH-04-2017-0016