WHOLE BRAIN TEACHING STRATEGIES PROMOTE ACTIVE LEARNING STUDENTS YEAR FOUR IN SCIENCE SUBJECT

Active learning is an important aspect of creating a fun and achieving learning outcomes, but it is quite difficult to create in science subjects if the approach used by teachers is less appropriate. This study is an action research conducted to improve active learning among primary school students using Whole Brain Teaching Strategies (WBTS) in Science subjects. The only three types of WBT strategies used are Class-Yes, Mirror-Words and Teach-Okay. This action research was conducted among 42 students of Year 4 at a primary school in Nilai, Negeri Sembilan. Data were collected through 2 methods, which are video recording and interviews with students and Science teacher. The results of the study found that Whole Brain Teaching Strategies (WBTS) has been able to increase students' active learning during the learning process as this strategy can develop cognitive remembering. Moreover, students understand what is taught by teachers in learning process through WBTS where it affects information retention in student's long term memory. Therefore, students show positive emotional development. In addition, it can create a meaningful cooperative learning with positive social interactions between peers when students are positively interdependent in the team. Each group member strives to complete group assignments and help weaker members so that the group success is experienced together thus strengthening intrinsic motivation among students. The use of WBTS has been able to be applied effectively in enhancing a meaningful learning process in the classroom that can give ideas to other teachers to apply in other subjects as well.