ABSTRACT
The aim of this study was to analyze the influences of brain-based learning on the enhancement of understanding, communication ability and anxiety reduction for students studying mathematics at an Islamic Junior High School (Madrasah Tsanawiyah/MTs). In addition, the relationships between students’ understanding, communication skills and anxiety levels were discussed. The participants of this study were 54 MTs students at grade VII. The method used was a quasi experiment with a non-equivalent control group design. The sampling technique was purposive sampling. A pre-test, post-test, observation sheet, interview and questionnaire were used to measure each student’s mathematical anxiety reduction. Data analysis was conducted in SPSS 20. The results of study were: (1) the mathematical understanding ability of students who received brain-based learning was better than students who received conventional learning; (2) the mathematical communication ability of students who received brain-based learning was better than students who received conventional learning; (3) there was no difference of mathematical anxiety of students between those who received brain-based learning and those who received conventional learning; (4) there was a positive relationship between students’ mathematical understanding ability and students’ mathematical communication ability; (5) there was a negative relationship between students’ mathematical understanding ability and students’ mathematical anxiety; and (6) there was a negative relationship between students’ mathematical communication ability and students’ mathematical anxiety.
