03935nam a2200337 i 4500003000800000005001700008006001900025007000300044008004100047020003300088040002300121100002900144245012100173264003400294264001100328300007000339336002100409336002100430337002500451337002300476338002300499338003000522347002400552500003000576502007300606504004000679520277700719610004503496650004503541650001103586MY-KuUP20251125110821.0t||||fr|||| 000 0 ta231121t20232023my a|||fr|||| 000 0 eng d  aTHE0009792 (Local)qHardback  aUMPbengcUMPerda1 aAhmad Bin Omar,eauthor.10aPenggunaan modul galus berbantukan latihan biofeedback terhadap prestasi pelajar di sekolah rendah /cAhmad Bin Omar 1aKuantan, Pahang :bUMP,c2023 4c©2023  axx, 241 pages :billustrations (some color) ;c30 cm. +e1 CD ROM  2rdacontentatext  2rdacontentatext  2rdamediaaunmediated  2rdamediaacomputer  2rdacarrieravolume  2rdacarrieracomputer disc  2rdaatext filebPDF  aCentre for Human Sciences  aThesis (Doctor of Philosophy) -- Universiti Malaysia Pahang – 2023  aIncludes bibliographical references3 aGALUS students are a group of students who are weak in lessons, where they are in a group of students who often fail in exams. Various techniques are used to improve their performance in academics. Biofeedback training is one of the techniques that can be implemented to improve academic performance among GALUS students in Malaysia. Heart Rate Variability (HRV) Biofeedback indicates potential applications in performance improvement. Therefore, this study aims to see how Biofeedback training techniques can be used to improve academic performance among GALUS students in primary schools through the effects of HRV Biofeedback training and Mathematics Training Module. This study focuses on the construction and use of Biofeedback training modules to help students achieve HRV coherence. The techniques used in this exercise include the use of zikir exercises, puzzle game exercises, Stroop tests and resonant breathing exercises to achieve peace of mind, emotions and heart, improve concentration as well as improve HRV coherence scores among participants. The sample of this study consists of 40 GALUS students in Pahang, Malaysia as the study sample. Randomly selected subjects were divided into Training Group (n = 20) and Control Group (n = 20). Students were given training in the GALUS Mathematics Training Module and received five HRV Biofeedback training sessions throughout the study and a total of 3 minutes of data were recorded per session. The self -change data collected involved analysis of HRV power spectrum scores: VLF, LF, and HF, while pre-test and post-test were used to measure students’ academic performance improvement. Interviews with teachers and document analysis were conducted to obtain information on the implementation of the GALUS program in schools. Based on the interviews and document analysis, it was found that all schools run the GALUS program in various ways and methods. The increase in mean score for pre-test and post-test from 8.70 to 14.45 for the training group showed an increase compared to the control group, only 6.50 to 9.35. Correlation statistical analysis was used to examine the relationship between academic improvement and HRV scores. The findings of the study show that there is a strong relationship between academic performance and HRV profile among students, namely with a score of 0.677-1.00. This indicates that students with good self-control and emotional abilities are able to handle stress better as well as have a higher potential to succeed academically. In conclusion, it can be said that HRV Biofeedback training can be practiced to GALUS students in improving the level of self-control and academic performance and also as an alternative for teachers to conduct intervention programs to students.20aCentre for Human SciencesxDissertations 0aUniversities and collegesxDissertations 0aTheses