Penerapan Pendekatan Brain Based Learning Dalam Menurunkan Kecemasan Belajar Siswa Pada Mata Pelajaran Al-Qur’an Hadits Kelas Vi A Mi Al-Ikhwan Pekanbaru

Mahfudh, Asep Saifulloh (2021) Penerapan Pendekatan Brain Based Learning Dalam Menurunkan Kecemasan Belajar Siswa Pada Mata Pelajaran Al-Qur’an Hadits Kelas Vi A Mi Al-Ikhwan Pekanbaru. Other thesis, Universitas Islam Riau.

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Abstract

This research is motivated by the problem of high student learning anxiety. Learning anxiety is an urgent matter that must be considered by the teacher, because it will have an impact on the development of students in learning. Based on the background of the problem in this study, it requires a specification of the studies carried out so that the discussion is more focused, the authors limit the problem to "The application of the Brain Based Learning Approach can Reduce Students' Learning Anxiety in the Subjects of Al-Qur'an Hadith class VI A MI Al -The Pekanbaru Brotherhood". From these problems, this research can be formulated with the question "Is the application of the Brain Based Learning Approach able to Reduce Students' Learning Anxiety in Al-Qur'an Hadith Subjects Class VI A MI Al-Ikhwan Pekanbaru". The purpose of this study was to determine the application of the Brain Based Learning approach in Reducing Students' Learning Anxiety in Al-Qur'an Hadith Subjects Class VI A MI Al-Ikhwan Pekanbaru. This type of research is classroom action research. The research subjects are students of class VI A MI Al-Ikhwan and the object of research is the application of the Brain Based Learning approach to reduce student learning anxiety in the subjects of Al-Qur'an Hadith class VI A MI Al-Ikhwan Pekanbaru. The subjects of this study were taken from a class population of 25 people. Based on the results of data processing and data analysis, there is 60% classical completeness and the minimum completeness criteria for individual student learning anxiety are in the sufficient category. In the first cycle, classical completeness increased to 72% and the minimum mastery criteria for individual student learning anxiety were in good condition. In the second cycle, classical mastery increased again to 80% and the minimum mastery criteria for individual student learning anxiety were in good condition.

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