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This study aims to determine the effect of the application of Brain-Based Learning model to the results of bearing the buffer solution. This research was conducted in April-May 2015 in High School by using Quasi-Experiment method, Non-equivalent Control Group Design. Both experimental and control groups were given Pre-test before the learning process and Post-test after the learning process ended, with the same level of difficulty after the analysis of the item. The experimental group was given treatment in the form of Brain Based Learning model while the control group was a learning model of Discovery Learning. The Brain-Based Learning model consists of 7 stages: pre-exposure, preparation, initiation and acquisition, elaboration, incubation and memory insertion, as well as verification and confidence checks. The result showed that the mean of Post-test in both control and experiment group was bigger than Pre-test mean. Then statistical test results obtained t arithmetic> t table is t arithmetic of 5.443, while t table with degrees of freedom = 76 and a significant level of 1% of 2.3815. So the application of Brain Based Learning model of learning gives a positive influence on the learning of chemistry on the topic of buffer solution.