Development of SAVI (Somatic Auditory Visual and Intellectual) Learning Model with Audiovisual to Increase Writing Skill of Elementary Student

Hartati,; Sismulyasih, Nugraheti

doi:10.2991/icset-17.2017.176

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The first research findings prove that the application of the SAVI learning model is able to make effective learning so that students who have difficulty reading achieve optimal learning outcomes. the findings of this study also prove the findings of Hartati and Sismulyasih (2017) who concluded that the application of SAVI learning models assisted by audio visual was more effective than conventional learning models (24).…”

Section: Discusionsupporting

confidence: 88%

How to Implement the Savi Learning Model for Students with Reading Difficulties

Dapa¹,

Kiriweno²

2019

ujer

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The purpose of this action research is to describe the application of the SAVI learning model and learning for continuous students to learn to read in the fourth grade of Tomohon State Elementary School II and SD GMIM III Tomohon. The method used in this study is action research. Action research provides useful answers for teachers or educators in conducting studies in a school and providing input that requires help to improve what has been done real. This study uses the Elliot model with quantitative and qualitative research (mixed methods) in the field of data analysis. Based on the results of the assessment, discussion of researchers with collaborators, and achievements of student learning outcomes in each cycle, it can be concluded that: a) Thematic learning outcomes and learning in sustainable students in grade IV of Tomohon Elementary School II and SD GMIM III Tomohon can be searched through the application of the SAVI learning model, b) The learning process that applies the SAVI Learning Model is able to overcome the difficulties of students, namely learning continuous difficulties for subject matter with moving learning, understanding, listening and thinking to improve learning and learning outcomes improve.

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Section: Discusionsupporting

confidence: 88%

How to Implement the Savi Learning Model for Students with Reading Difficulties

Dapa¹,

Kiriweno²

2019

ujer

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“…Pembelajaran kretif dan inovatif yang dijelaskan oleh para pakar dalam bidang pendidikan untuk mengatasi permasalahan yang ada dalam pembelajaran matematika, maka dengan pengguna model Somatic, Auditory, Visual, Intellectual (SAVI) dalam pembelajaran matematika, (Umam & Azhar, 2019) menyatakan bahwa pembelajaran matematika sebagai pusat perhatian pada proses instruksional serta melatih siswa untuk berinteraksi dengan lingkungan sekitar agar dapat membangun pengalaman belajarnya sendiri, (Hartati & Sismulyasih, 2017) Model pembelajaran SAVI memiliki empat elemen yaitu belajar dengan bergerak/somatic (S), belajar dengan berbicara dan mendengar/auditory (A), belajar dengan melihat/visualisasi (V), serta belajar menyelesaikan suatu masalah/intellectual (I), (Wijaksana et al, 2018). Model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectualy) merupakan model pembelajaran yang melibatkan emosi, seluruh tubuh, semua indera, dan segenap kedalaman serta keluasan pribadi, menghormati gaya belajar indilipvidu, (Lestari, 2020).…”

Section: Pendahuluanunclassified

Pengguna Model SAVI (Somatic, Auditory, Visual, Intellectual) dalam Pembelajaran Matematika: Study Meta – Analysis

et al. 2022

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Describing SAVI Model Users in Mathematics Learning. Through Sinta Kemdikbud, the researcher obtained 40 journal articles discussing the users of the SAVI model in learning mathematics, so it is necessary to analyze the collection of studies to find out how many users of the Somatic, Auditory, Visual, Intellectual model using a meta-analysis research design. From the results of the entire article the researchers got, there were 11 articles that met the inclusion criteria to be analyzed using the online meta-mar website, which is a free online meta-analysis service that was developed as an additional tool to perform meta-analysis in order to obtain a large combined effect size. Based on the interpretation of the combined effect size, it can be concluded that overall the users of the SAVI learning model have a strong and significant influence on mathematics learning with the dependent variable compared to the implementation of the Conventional Learning Model. The characteristics of the study analyzed include the year of research, sample size and dependent variable. Statistically, it was found that the application of the SAVI Learning Model (Somatic, Auditory, Visual, Intellectual) users in learning mathematics was not influenced by the year of research and the dependent variable.

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“…Model pembelajaran SAVI merupakan model pembelajaran yang menempatkan peserta didik sebagai pusat perhatian pada proses instruksional serta melatih peserta didik untuk berinteraksi dengan lingkungansekitar agar dapat membangun pengalaman belajarnya sendiri (Hartati & S, 2017). Model pembelajaran SAVI memiliki empat elemen yaitu belajar dengan bergerak atau somatic (S), belajar dengan berbicara dan mendengar atau auditory (A), belajar dengan melihat atau visualisasi (V), dan belajar dengan menyelesaikan suatu masalah atau intellectual (I).…”

Section: Model Pembelajaran Saviunclassified

Pengaruh Pembelajaran SAVI Terhadap Peningkatan Kemampuan Pemahaman Konsep Matematika Peserta Didik di SMPN 1 Tambun Selatan

Wijaksana

Pratiwi

Indiyah³

2018

JRPMS

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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran SAVI terhadap peningkatan kemampuan pemahaman konsep matematika. Penelitian dilaksanakan pada peserta didik kelas VII semester genap tahun ajaran 2017/2018 pokok bahasan Aritmetika Sosial di SMPN 1 Tambun Selatan, Bekasi. Metode penelitian yang digunakan quasi experiment. Pengambilan sampel tahap pertama menggunakan teknik purposive random sampling dan tahap kedua menggunakan teknik cluster random sampling. Instrumen penelitian yang digunakan berupa tes awal (pretest) dan tes akhir (posttest) kemampuan pemahaman konsep matematika yang terdiri dari 5 soal uraian. Pengujian validitas menggunakan validitas isi, konstruk, dan empiris. Pengujian validitas isi dan konstruk dilakukan oleh ahli dan perhitungan validitas empiris menggunakan rumus Pearson Product Moment. Perhitungan reliabilitas instrumen menggunakan rumus korelasi Alpha Cronbach dan diperoleh koefisien reliabilitas sebesar 0.624 untuk pretest dan 0.633 untuk posttest. Berdasarkan hasil perhitungan data penelitian, kelas eksperimen dan kontrol berasal dari populasi yang berdistribusi normal dan memiliki varians homogen. Terdapat tiga hipotesis yang diujikan. Pengujian hipotesis pertama dan kedua menggunakan uji-t berpasangan dengan taraf signifikansi 0.05 dan pengujian hipotesis ketiga menggunakan uji-t tidak berpasangan dengan taraf signifikansi 0.05. Berdasarkan hasil perhitungan hipotesis ketiga, diperoleh dan sehingga hipotesis tolak H0. Dengan demikian, dapat disimpulkan bahwa model SAVI berpengaruh terhadap peningkatan kemampuan pemahaman konsep matematika peserta didik SMPN 1 Tambun Selatan.

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Development of SAVI (Somatic Auditory Visual and Intellectual) Learning Model with Audiovisual to Increase Writing Skill of Elementary Student

Abstract: This research aims to (1) produce SAVI learning model that was effective in improving narrative writing skills of Elementary School students (2)

Cited by 4 publications

References 1 publication

How to Implement the Savi Learning Model for Students with Reading Difficulties

How to Implement the Savi Learning Model for Students with Reading Difficulties

Pengguna Model SAVI (Somatic, Auditory, Visual, Intellectual) dalam Pembelajaran Matematika: Study Meta – Analysis

Pengaruh Pembelajaran SAVI Terhadap Peningkatan Kemampuan Pemahaman Konsep Matematika Peserta Didik di SMPN 1 Tambun Selatan

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