I Made Subrata, I Gusti Ayu Rai

SINERGITAS OTAK KIRI DAN KANAN DALAM PEMBELAJARAN BIOLOGI

Introduction

Sinergitas otak kiri dan kanan dalam pembelajaran biologi. Optimalisasi pembelajaran Biologi dengan sinergi otak kiri dan kanan. Jelajahi peran model kooperatif dan lingkungan belajar kondusif untuk kecerdasan holistik siswa.

Abstract

Biology is a sub-field of natural science that focuses on studying living things, including humans, animals, and plants, and their interactions with the environment. This field is based on ideas that can be felt through the use of scientific methods. In applying scientific methods in Biology learning, synergy between all parts of the brain is absolutely necessary so that learning objectives can be achieved optimally. In the brain there are three ways of thinking, namely rational intelligence, emotional intelligence and spiritual intelligence. The three intelligences are divided into two hemispheres of the brain, namely the left brain and the right brain. Learning a field of science that also implicitly must instill hard skills and soft skills, should optimize the function of all parts of the brain to express the three aspects of intelligence. The cooperative learning model is very relevant to optimizing brain function, because there is cooperation to help each other, tolerate each other, and motivate each other so that harmony is created. The humanities aspect in learning also needs to be created. The learning environment also needs to be attempted to create a relaxed, friendly and enjoyable learning situation to be able to optimize the function of the right brain to support the work of the left brain in processing learning materials

Review

This paper tackles a highly relevant topic concerning the optimization of learning, specifically in the field of Biology, by advocating for the synergistic engagement of both left and right brain hemispheres. The abstract commendably highlights the multifaceted nature of biology education, extending beyond mere factual acquisition to encompass the development of both hard and soft skills, as well as rational, emotional, and spiritual intelligences. The authors correctly identify the need for a holistic approach to cognitive engagement and propose pedagogical strategies like cooperative learning and the cultivation of a positive learning environment as means to foster this desired brain synergy, demonstrating an awareness of contemporary educational psychology. While the premise is compelling, the abstract could benefit from greater theoretical depth and clarity. It introduces the concepts of rational, emotional, and spiritual intelligence and their distribution across brain hemispheres without immediately anchoring these ideas within established neuroscientific or psychological frameworks. A clearer articulation of how "synergy" is defined and specifically manifests in the context of biology learning, beyond a general notion of optimization, would strengthen the argument. Furthermore, the brief mention of the "humanities aspect" requires more elucidation regarding its connection to brain function and its role in enhancing biology comprehension, as its integration appears somewhat peripheral in the current abstract. To enhance the paper's impact, future iterations should consider providing a more robust theoretical foundation for the proposed brain synergy, perhaps by referencing specific models of hemispheric interaction or cognitive integration in learning. Clearly defining the operational aspects of "rational, emotional, and spiritual intelligence" within the paper's scope would also be beneficial. Additionally, if this is a conceptual paper, expanding on concrete examples of how cooperative learning specifically leverages right-brain functions to support left-brain tasks in biology – for instance, through creative problem-solving, empathy in ecological discussions, or intuitive pattern recognition – would provide valuable insights for educators. Overall, the paper introduces a promising perspective for enriching biology education, and with further theoretical development and explicit connections between brain functions and learning outcomes, it holds significant potential for contributing to pedagogical innovation.

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