Brain-based learning and perception of students in a suburban area about the history

Abstract

Abstract This study analyzes the relationship of students who live in suburban areas with their historical perceptions. The historical learning approach used was brain-based learning which builds learning designs where emotions, cognition, and physical are manifested in harmony. The use of emotions as much as his mind when studying will provide a better opportunity to remember, understand, and analyze historical facts. The focus of this research was the perceptions of students living in the suburbs about historical figures and events in history. The method used in this study was surveyed. The sample chosen was students in six schools in Bandung Regency, which are located in the suburbs as many as 348 people. In surveys, information is collected from respondents using a questionnaire. Historical perceptions of students in suburban areas are also influenced by a lack of low learning ethics, especially reading interest. Suburban students receive historical information from these sources without the intention to criticize it. The emotional aspects of learning history make students feel mentally prepared to face the worst things in the future. Students emotionally associate these historical figures and events with what they experience and feel.