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This is a Quantitative Study study.

November 4, 2025(JAPRA) Jurnal Pendidikan Raudhatul Athfal (JAPRA)

Profile of Neuromyth in Neuroscience Lectures and Its Relation to the Multiple Intelligence of PIAUD Students

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Authors

SMSiti Maryanti SHSri HartatiSunan Gunung Djati State Islamic University Bandung MAMubiar AgustinIndonesia University of Education

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Implication

Descriptive research shows neuromyths about brain learning in early education hinder teaching effectiveness, suggesting improved understanding is needed.

Key Points

Misconceptions about the brain in learning are prevalent, impacting the teaching methods used in early childhood education.
The study found that 73 PIAUD students were assessed, revealing significant misconceptions about brain function during learning processes.
Data was collected through questionnaire tests and analyzed using thematic analysis to evaluate neuromyth profiles among students.
Addressing these neuromyths is critical for enhancing educators' understanding of brain development and learning strategies.

Cite This Study

Maryanti et al. (2025) studied this question.

synapsesocial.com/papers/690945348f2297dc13532fb8 https://doi.org/10.15575/japra.v7i1.34873

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Implication

Descriptive research shows neuromyths about brain learning in early education hinder teaching effectiveness, suggesting improved understanding is needed.

Profile of Neuromyth in Neuroscience Lectures and Its Relation to the Multiple Intelligence of PIAUD Students

Discussion

Member takes

Implication

Key Points

Cite This Study

Profile of Neuromyth in Neuroscience Lectures and Its Relation to the Multiple Intelligence of PIAUD Students

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider