Development of Neuroscience-Based Biology Learning Media to Increase Learning Motivation and Cognitive Learning Outcomes of Tenggarong High School Students


Yuli Rian Andriyani Sinaga , Herliani , Didimus Tanah Boleng , Elsje Theodora Maasawet , Akhmad , Vandalita M. M Rambitan






Vol. 10 No. 6 (2024): June


Cognitive learning outcomes, Learning media, Motivation to learn, Neuroscience

Research Articles


How to Cite

Sinaga, Y. R. A., Herliani, Boleng, D. T., Maasawet, E. T., Akhmad, & Rambitan, V. M. M. (2024). Development of Neuroscience-Based Biology Learning Media to Increase Learning Motivation and Cognitive Learning Outcomes of Tenggarong High School Students. Jurnal Penelitian Pendidikan IPA, 10(6), 2916–2926.


Download data is not yet available.


Metrics Loading ...


Neuroscience-based learning is a field of neuroscience study that focuses on studying educational concepts from the perspective of the brain's working system. It turns out that teachers and parents still rarely pay attention to this field of study, which has led to the emergence of a learning atmosphere that is passive and not optimal in stimulating nerve cells in the human brain. The results of initial observations carried out on 22-28 April 2021 on high school teachers and students in Tenggarong (SMA Negeri 1 Tenggarong, SMA Negeri 2 Tenggarong, SMA Negeri 3 Tenggarong) showed that there were still many (85%) It was found that teachers still relied on verbal language, image/animation media, PowerPoint and only a few (15%) were varied in their use of biology learning media, although based on interviews they said they understood audio, visual and audiovisual media well enough. Likewise with learning with neuroscience-based media, from the interview results, generally (85%) were not familiar with biology learning with neuroscience-based media and only a few (15%) were familiar with and had implemented it in biology learning. The same thing applies to students' cognitive learning outcomes from interviews that I found that students' abilities were generally moderate and low. This is because students think that biology is a rote subject and are less motivated when learning. This research method is Research and Development (R&D) Sivasailam Thiagarajan. The main objective of this development research method is to produce products and determine the feasibility of products developed in the form of neuroscience-based learning videos which are limited to the circulatory system. The research subjects included four validator experts, namely media experts, materials experts, language experts and learning tools experts. Class XI students as the research sample consisted of two classes, namely the control class and the experimental class. The results of the research show that the validity of learning media is in the valid category (79.95%), the practicality of learning media is in the very good category (83.37%), and also the effectiveness of neuroscience-based learning media in providing a high increase in learning motivation (Gain score = 0 .73) and t test analysis (t count < 0.05) via the SPSS application.


Anderson, A. K., Yamaguchi, Y., Grabski, W., & Lacka, D. (2006). Emotional memories are not all created equal: Evidence for selective memory enhancement. Learning & Memory, 13(6), 711–718.

Arikunto, S. (2013). Prosedur Penelitian Suatu Pendekatan Prakik. Jakarta: PT. Rineka Cipta.

Bear, M., Connors, B., & Paradiso, M. A. (2020). Neuroscience: exploring the brain, enhanced edition: exploring the brain.

Bjorklund, D. F. (2022). Children’s Evolved Learning Abilities and Their Implications for Education. Educational Psychology Review, 34(4), 2243–2273.

Desai, R. H., & Riccardi, N. (2021). Cognitive Neuroscience of Language. In The Routledge Handbook of Cognitive Linguistics.

Enggar, A. M. (2012). Pengembangan Perangkat Pembelajaran IPA Terpadu dan Implementasinya Menggunakan Model Cooperative Learning Tipe STAD untuk Meningkatkan Hasil Belajar Siswa SMP [Universitas Negeri Yogyakarta]. Retrieved from

Fahim, M., & Nasrollahi-Mouziraji, A. (2013). The Relationship between Iranian EFL Students’ Self-efficacy Beliefs and Critical Thinking Ability. Theory and Practice in Language Studies, 3(3).

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 16–37.

Fitriani, N. S. (2018). Pengembangan Media Permainan Ular tangga Terintegrasi Asma’ul Husna pada Pembelajaran Tematik. Universitas Islam Negeri Raden Intan lampung.

Hengki, W. (2018). Pendidikan Neurosains Dan Implikasinya Dalam Pendidikan Masa Kini. In pendidikan Dasar (Vol. 2, Issue March, pp. 1–19). Retrieved from

Lim, D. H., Chai, D. S., Park, S., & Doo, M. Y. (2019). Neuroscientism, the neuroscience of learning. European Journal of Training and Development, 43(7/8), 619–642.

Nieveen, N., & Folmer, E. (2013). Formative evaluation in educational design research. In Educational Design Research. Part A: An introduction (pp. 152–169).

Nusa, P. (2015). Penelitian dan Pengembangan. Jakarta: PT Raja Grafindo Persada.

Priatna, D. K., Indriyani, D., Roswinna, & Winna. (2020). Effect Of Work Compensation and Motivation Towards Productivity of Workers (A Survey in PT. Necis Indah Cemerlang Bandung). Dinasti International Journal of Management Science, 1(4), 563–577.

Purwanto, N. (2010). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT. Remaja Rosdakarya.

Richards, B. A., Lillicrap, T. P., Beaudoin, P., Bengio, Y., Bogacz, R., Christensen, A., Clopath, C., Costa, R. P., de Berker, A., Ganguli, S., Gillon, C. J., Hafner, D., Kepecs, A., Kriegeskorte, N., Latham, P., Lindsay, G. W., Miller, K. D., Naud, R., Pack, C. C., … Kording, K. P. (2019). A deep learning framework for neuroscience. Nature Neuroscience, 22(11), 1761–1770.

Riva, G. (2018). The neuroscience of body memory: From the self through the space to the others. Cortex, 104, 241–260.

Sadirman, A. (2018). Media Pendidikan. Jakarta: Raja Grafindo Persada.

Salas, R. M. E., Strowd, R. E., Ali, I., Soni, M., Schneider, L., Safdieh, J., Vaughn, B. V., Avidan, A. Y., Jeffery, J. B., & Gamaldo, C. E. (2018). Incorporating sleep medicine content into medical school through neuroscience core curricula. Neurology, 91(13), 597–610.

Semerci, Ç. (2011). The relationships between achievement focused motivation and critical thinking. African Journal of Business Management, 5(15), 6180–6185.

Shearer, C. B. (2019). A Detailed Neuroscientific Framework for the Multiple Intelligences: Describing the Neural Components for Specific Skill Units within Each Intelligence. International Journal of Psychological Studies, 11(3), 1.

Shodiq, L. J., & Rokhmawati, A. (2021). Development cognitive neuroscience based learning to use lesson study for learning community to increase mathematical literacy. Journal of Physics: Conference Series, 1839(1), 012022.

Sugiyono. (2017). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Sukmadinata, N. S. (2009). Landasan Psikologi Proses Pendidikan. Bandung: PT Remaja Rosdakarya.

Syafitri, W. (2019). Enforcing Linguistic Intelligence Method to Activate Students’ Literacy in English Economic Subject for Islamic Banking Department. Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018).

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. In Leadership Training Institute/Special Education. University of Minnesota, The Center for Innovation.

Torrance, J. R. (2018). Using educational neuroscience and psychology to teach science. Part 2: A case study review of “The Brain-Targeted Teaching Model” and ’Research-Based Strategies to Ignite Student. In The School science review (Vol. 100, pp. 1–11). Retrieved from

Trianto. (2013). Mendesain Model Pembelajaran Inovatif, Progresif, Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana Prenada Media Group.

Uno, H. B. (2014). Teori Motivasi & Pengukurannya. Jakarta: Bumi Aksara.

Widoyoko, E. P. (2014). Penilaian hasil pembelajaran di sekolah. Yogyakarta: Pustaka Pelajar.

Author Biographies

Yuli Rian Andriyani Sinaga, Universitas Mulawarman

Herliani, Universitas Mulawarman

Didimus Tanah Boleng, Universitas Mulawarman

Elsje Theodora Maasawet, University of Mulawarman

Akhmad, Universitas Mulawarman

Vandalita M. M Rambitan, Universitas Mulawarman


Copyright (c) 2024 Yuli Rian Andriyani Sinaga, Herliani, Didimus Tanah Boleng, Elsje Theodora Maasawet, Akhmad, Vandalita M. M Rambitan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).