Arshy Prodyanatasari

Improving Student Focus by Implementing Brain Gym Exercises Before Lessons

Introduction

Improving student focus by implementing brain gym exercises before lessons. Improve student focus! This study reveals how 10-minute Brain Gym exercises before lessons significantly enhance concentration in third-grade students, boosting learning readiness.

Abstract

Learning concentration is a critical factor in students' academic success. However, many students struggle to maintain focus during the learning process. This study examined the effect of Brain Gym on concentration among third-grade students at SDN Bandar Lor 1, Kediri City. Using a quasi-experimental pretest–posttest control group design, 26 students were equally divided into experimental and control groups. The experimental group practiced Brain Gym® for ten minutes before lessons over four weeks, while the control group followed regular classroom routines. Concentration was measured through paper-based tests, observations, and questionnaires, including the Image Difference Test, Number Concentration Test, Word Arrangement Test, and Visual Memory Test. The results revealed that both groups were comparable at pretest (M = 28.62 control; M = 29.92 experimental). At posttest, the control group showed a small, non-significant increase (M = 32.08, p = 0.072), while the experimental group demonstrated a highly significant improvement (M = 53.38, p < 0.001) with a large gain score of 23.46 and effect size d = 3.12. These findings indicate that Brain Gym is an effective, low-cost, and practical classroom intervention that enhances concentration and supports learning readiness.

Review

This study critically examines a highly relevant issue in elementary education: student concentration. The authors effectively demonstrate the positive impact of a simple, low-cost intervention – Brain Gym exercises – on third-grade students' focus before lessons. Utilizing a quasi-experimental pretest-posttest control group design, the research provides compelling evidence that a four-week regimen of ten-minute Brain Gym sessions significantly enhances concentration levels, as evidenced by a substantial improvement in the experimental group (M=53.38, p < 0.001) and a large effect size (d = 3.12). The abstract clearly outlines the study's objective, methodology, and primary findings, positioning Brain Gym as a practical and accessible tool for educators. The methodological approach, including a control group and multiple objective measures for concentration (Image Difference, Number Concentration, Word Arrangement, and Visual Memory Tests), strengthens the validity of the reported findings. The clear differentiation in posttest scores between the experimental group's highly significant improvement and the control group's non-significant increase underscores the effectiveness of the intervention. However, a potential limitation, based solely on the abstract, is the relatively small sample size of 26 students (13 per group), which might constrain the generalizability of these impressive results to broader populations. Furthermore, while the concentration tests are listed, specific details regarding their standardization, reliability, and validity would enhance confidence in the robustness of the measurement instruments. Overall, the study makes a valuable contribution to understanding practical strategies for improving student engagement and readiness for learning. The findings strongly suggest that incorporating short, physical activities like Brain Gym can be a highly effective, yet simple, method for fostering a more focused learning environment in classrooms. For future research, it would be beneficial to investigate the long-term effects of this intervention, explore its efficacy across diverse educational settings and larger student populations, and potentially delve into the specific components of Brain Gym that yield the greatest cognitive benefits. Nevertheless, this work offers a promising and actionable insight for educators seeking to enhance student concentration.

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