Pengaruh Pendekatan Somatis Auditori Visual Intelektual (SAVI) terhadap Peningkatan Kemampuan Koneksi Matematis Siswa SMA

Septian, Ari; Ramadhanty, Citra Laila; Rachmawati, Puji

doi:10.37640/jim.v1i1.253

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…The learning model is SAVI (Somatic, Auditory, Visual, Intelectual), which is a learning model in the Accelerated Learning approach or how to learn fast and natural, meaningful. Somatic: learning by moving and doing, Auditory: learning by speaking and hearing, Visual: learning by seeing and observing, and Intelectual: learning by solving problems and reflection (Septian et al, 2020). The SAVI learning model (Somatic, Auditory, Visual, Intellectual) is very suitable and appropriate for various types of student learning both for students who learn Visually, Auditorily, and Kinesthetically (Suhartiningsih, 2019).…”

Section: Students Will Only Do Math Problems Based On What the Teache...mentioning

confidence: 99%

SAVI and RME Learning Models to Improve Mathematical Problem Solving Skills

2022

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Realistic mathematics is a very important approach that links the real world with student learning activities. This quantitative study aims to obtain information related to improving the SAVI learning model with RME on students' mathematical problem solving abilities. This research involved 60 students (30 students VIIIc and 30 students VIIIa) who were positioned as research subjects. Students' mathematical problem solving abilities were collected using a rubric in the form of an essay consisting of 5 questions. The collected data was tested using the t-test. The results of this study inform that students' problem solving abilities on cube and cuboids with RME learning are better than students who follow SAVI learning in class VIII students of MTs Nurul Iman Tanjung Morawa Deli Serdang.

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Section: Students Will Only Do Math Problems Based On What the Teache...mentioning

confidence: 99%

SAVI and RME Learning Models to Improve Mathematical Problem Solving Skills

2022

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“…The thing that can be done to be able to master mathematical connection skills is that students are able to link mathematical ideas with understanding between topics in mathematics (Septian et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Mathematical Ability of Junior High School Students in terms of the Extrovert-Introvert Personality Type

Tsaniya¹,

Darta²,

Fisher

2022

IndoMath

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Mathematical abilities that are the basis of mathematical problem solving skills, mathematical communication skills, mathematical reasoning abilities, mathematical connection abilities, mathematical representation abilities. This study aims to describe the mathematical ability of junior high school students in terms of the extrovert-introvert personality type. The results of the study will be used as the main library material in the implementation of the next research. This study specifically discusses Carl Gustav Jung's personality type which distinguishes two personality types, namely introverted and extroverted personalities. The type of research used in this study is a literature study research method. The data sources in this study are literature or come from various literatures, including books, journals, newspapers, personal documents and so on. Sources of data used in this study are primary data sources and secondary data sources. Data collection techniques used are Editing, Organizing, and Finding. For data analysis using deductive, inductive, and interpretative. The results of this literature study show: junior high school students with introverted personality types have good mathematical abilities compared to students with extroverted personality types.

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Analysis of SAVI Learning Model with the Task of Observation of Video on Science Learning in Producing Analytical Thinking and Critical Thinking Abilities

Ahmad¹

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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The aim of the researcher is to find out how much change in learning outcomes (analytical thinking and critical thinking skills) by using the SAVI learning model with the assignment learning method using the learning media of science learning video recordings that have been prepared by the researcher. The method used in this research is quantitative research with quasi-experimental research methods in managing research data using the t-test and to see if there is a linear relationship, the researcher tests the hypothetical pre-test before testing the hypothesis or t-test. The results of the study were that there was no indirect relationship between the SAVI learning model and the science learning video observation task on analytical thinking skills and there was a relationship between the SAVI learning model and the science learning video observation task on critical thinking skills. It can be concluded that the Somatic, Audiotorist, Visual and Intelligence (SAVI) learning model can improve and help develop critical thinking skills while improving and developing analytical thinking skills requires learning stages that emphasize an initial or previous learning experience in learning when using the model SAVI learning

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Pengaruh Pendekatan Somatis Auditori Visual Intelektual (SAVI) terhadap Peningkatan Kemampuan Koneksi Matematis Siswa SMA

Cited by 3 publications

References 5 publications

SAVI and RME Learning Models to Improve Mathematical Problem Solving Skills

SAVI and RME Learning Models to Improve Mathematical Problem Solving Skills

Analysis of the Mathematical Ability of Junior High School Students in terms of the Extrovert-Introvert Personality Type

Analysis of SAVI Learning Model with the Task of Observation of Video on Science Learning in Producing Analytical Thinking and Critical Thinking Abilities

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