THE EFFECT OF SAVI APPROACH ON STUDENTS ACTIVITY,LEARNING OUTCOME AND RETENTION IN HUMAN REGULATORY SYSTEM TOPIC FOR GRADE XI IPA SMAN 1 TEBING TINGGIACADEMIC YEAR 2012/2013.
THE EFFECT OF SAVI APPROACH ON STUDENTS ACTIVITY,
LEARNING OUTCOME AND RETENTION IN HUMAN
REGULATORY SYSTEM TOPIC FOR GRADE
XI IPA SMAN 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
By:
Mizanina Adlini
SID. 409342022
Biology Bilingual Education
THESIS
Submitted to fulfill the requirement for degree
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2013
iii
THE EFFECT OF SAVI APPROACH ON STUDENTS ACTIVITY,
LEARNING OUTCOME AND RETENTION IN HUMAN
REGULATORY SYSTEM TOPIC FOR GRADE
XI IPA SMAN 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
MIZANINA ADLINI (409342022)
ABSTRACT
The objectives of this study are to find out: (1) the effect of SAVI approach on
students’ activity, (2) the effect of SAVI approach on students’ learning outcome,
and (3) the effect of SAVI approach on students’ retention in human regulatory
system topic. A quasi experimental research with post test only control group
design was used in this study. The population of this study was all of grade XI
IPA students of SMA Negeri 1 Tebing Tinggi. There were 2 classes chosen as the
sample by applying cluster random sampling technique. Experimental class was
taught by SAVI approach while control class was taught by traditional approach.
The instruments used to obtain the data were observation sheet as non-test
instrument and cognitive test in form of multiple choices as test instrument. The
observation results showed that students’ activity in both research classes is
significantly different. The students in experiment class were more active than
students in control class by the average percentage of 62.03% and 14.85%
respectively. It means that SAVI approach gave an effect to students’ activity. The
test instrument data were analyzed by using t-test. The result of hypothesis test for
the post test showed that tcount = 2.811 > ttable = 1.668 at the level significance of
0.05, means that Ha was accepted and H0 was rejected. It can be concluded that
there is an effect of SAVI approach on students’ learning outcome. Learning
outcome of students that taught with SAVI approach showed better results than
students that taught with traditional approach. For post test II (retention), the
result obtained tcount = 40.04 > ttable = 1.668 at the level significance of 0.05, means
that there is an effect of SAVI approach on students’ retention. Students in
experimental class can remember the material longer than students in control
class. On the whole, SAVI approach gave good effect to students’ activity,
learning outcome and retention in human regulatory system topic for grade XI
IPA SMAN 1 Tebing Tinggi academic year 2012/2013.
Keywords: SAVI approach, students’ activity, learning outcome, retention.
v
TABLE OF CONTENT
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
Listof Tables
List of Appendices
Pages
i
ii
iii
iv
v
vii
viii
ix
CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Scope
1.4 Research Questions
1.5 Research Objectives
1.6 Significances of Research
1
1
4
4
5
5
5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding
2.1.1 The Essential of Learning
2.1.2 Learning Style
2.1.3 Learning Activity
2.1.4 Learning Outcome
2.1.5 Retention
2.2 SAVI Approach
2.2.1 The Definition of SAVI Approach
2.2.2 The Elements of SAVI Approach
2.2.3 The Principles of SAVI Approach
2.2.4 The Syntax of SAVI Approach
2.2.5 The Advantages and Disadvantages of SAVI Approach
2.3 Human Regulatory System
2.4 Research Hypothesis
7
7
7
7
9
10
11
12
12
12
14
15
16
17
32
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time
3.2 Population and Sample
3.3 Research Variables
3.4 Research Design
3.5 Research Instrument
3.6 Research Procedure
3.7 Data Analysis
3.7.1 Students’ Activity Data
3.7.2 Students’ Cognitive Data
3.7.3 Students’ Retention Data
34
34
34
34
34
35
37
40
40
40
41
vi
CHAPTER IV RESULT AND DISCUSSION
4.1 Result
4.1.1 Description of Research Data
4.1.1.1 Students’ Activity
4.1.1.2 Students’ Learning Outcome
4.1.1.1 Students’ Retention
4.1.2 Analysis of Research Data
4.2 Discussion
42
42
42
42
43
44
44
46
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendation
49
49
49
REFERENCES
51
vii
LIST OF FIGURES
Pages
8
Figure 2.1
Cone of experience diagram
Figure 2.2
Neuron structure
18
Figure 2.3
Propagation of the action potential along an axon
19
Figure 2.4
Synapse structure
20
Figure 2.5
Reflex arc pathway
21
Figure 2.6
Parts of the eye
27
Figure 2.7
The structure of ear
28
Figure 2.8
Tongue maps
30
Figure 2.9
An illustration of how people sense flavors
30
Figure 2.10 Receptors in human skin
32
Figure 3.1
Flowchart of research procedure
39
Figure 4.1
The effect of SAVI approach on students’ learning outcome
in classroom
43
Figure 4.2
The effect of SAVI approach on students’ retention
in classroom
44
viii
LIST OF TABLES
Table 2.1 Revised Bloom’s taxonomy – cognitive domain
Pages
11
Table 3.1 Test research design
35
Table 3.2 Distribution of the instrument test cognitive levels
36
Table 3.3 Teaching and learning activities
38
Table 4.1 Observation result of students’ activity
42
ix
LIST OF APPENDICES
Pages
Appendix 1
Syllabus
54
Appendix 2
Lesson plan of experimental class
56
Appendix 3
Lesson plan of control class
68
Appendix 4
Test Instrument
75
Appendix 5
Non-Test Instrument
81
Appendix 6
Calculation of test instrument
83
Appendix 7
Validity and reliability of test instrument
90
Appendix 8
Table of ítem discriminant
91
Appendix 9
Result of research data
92
Appendix 10 Calculation of normality test
103
Appendix 11 Calculation of homogeneity test
105
Appendix 12 Hypothesis testing
107
Appendix 13 Product moment table
109
Appendix 14 Liliefors table
110
Appendix 15 F-distribution table
111
Appendix 16 Table of t distribution value
114
Appendix 17 Research documentation
115
viii
LIST OF TABLES
Table 2.1 Revised Bloom’s taxonomy – cognitive domain
Pages
11
Table 3.1 Test research design
35
Table 3.2 Distribution of the instrument test cognitive levels
36
Table 3.3 Teaching and learning activities
38
Table 4.1 Observation result of students’ activity
42
vii
LIST OF FIGURES
Pages
8
Figure 2.1
Cone of experience diagram
Figure 2.2
Neuron structure
18
Figure 2.3
Propagation of the action potential along an axon
19
Figure 2.4
Synapse structure
20
Figure 2.5
Reflex arc pathway
21
Figure 2.6
Parts of the eye
27
Figure 2.7
The structure of ear
28
Figure 2.8
Tongue maps
30
Figure 2.9
An illustration of how people sense flavors
30
Figure 2.10 Receptors in human skin
32
Figure 3.1
Flowchart of research procedure
39
Figure 4.1
The effect of SAVI approach on students’ learning outcome
in classroom
43
Figure 4.2
The effect of SAVI approach on students’ retention
in classroom
44
ix
LIST OF APPENDICES
Pages
Appendix 1
Syllabus
54
Appendix 2
Lesson plan of experimental class
56
Appendix 3
Lesson plan of control class
68
Appendix 4
Test Instrument
75
Appendix 5
Non-Test Instrument
81
Appendix 6
Calculation of test instrument
83
Appendix 7
Validity and reliability of test instrument
90
Appendix 8
Table of ítem discriminant
91
Appendix 9
Result of research data
92
Appendix 10 Calculation of normality test
103
Appendix 11 Calculation of homogeneity test
105
Appendix 12 Hypothesis testing
107
Appendix 13 Product moment table
109
Appendix 14 Liliefors table
110
Appendix 15 F-distribution table
111
Appendix 16 Table of t distribution value
114
Appendix 17 Research documentation
115
1
CHAPTER I
INTRODUCTION
1.1 Background
There are two factors that affect learning; internal factors which come
from within the student and external factors which come from outside him/herself
(Slameto, 2003). One of the internal factors affecting student learning is memory
or retention. Retention is the ability to remember material at some later time
in much the same way it was presented during instruction (Mayer, 2002).
Retention are relative, where each student has a memory capacity varies, which
can affect the learning outcomes differently.
Learning approach and learning strategies including factors that also
determine the success rate of the learning process. Learning strategies refers to the
behaviors and thought processes used by students that influence what is learned,
including memory and metacognitive processes (Arends, 1998). It is said to be
successful if the result reach the learning objectives of the material.
According to DePorter (2006), there are three basic types of learning style,
they are visual, auditory, and kinesthetic. Visual learning means that learn through
what they see, auditory learning by listening and kinesthetic learning by motion,
work and touching. Learning styles research has indicated that different people
learn in different ways (Meier, 2000).
Moreover, based on Dale’s Cone
Experience (Dale, 1969), people generally remember 10% of what they read, 20%
of what they hear, 30% of what they see, 50% of what they see and hear, 70% of
what they say and write, 90% of what they do as they perform a task. Students
with well-trained senses will accelerate comprehension and enable long-term
memory.
Biology is part of science that studies living things and their environment.
In fact, learning biology is not in accordance with the characteristics of biology as
a science. Most teachers advanced aspects of the product rather than the process
and attitude. It makes the students were oriented to the achievement of cognitive
learning outcomes, as result students are not directly involved in the discussions,
2
presentations, observation, and experiment. This creates a situation where the
learning activity is teacher-centered while the students act as passive learners.
Based on Hannah and Syaichudin (2011), there are the imbalance between
the roles of teachers and students during the learning process in MTs. Nurul
Amanah Madura. Teachers focus more in lecturing in delivering teaching
materials while students are listening and taking notes. The biology learning in
SMA Negeri 1 Gombong also shows the teacher-centered in the process. There is
no variation of learning strategy so that students become bored and less excited.
Discussion group is an effective way to improve the active learning, as in group
students are required to actively solve the given problem and exchange ideas
(Asani, 2012). Furthermore, Sabatini (2012) revealed that most of teachers use
traditional method where the teacher acts as the only source of information in
SMA Negeri 1 Tebing Tinggi. This method tends to create a monotonous
atmosphere and boring circumstance in the classroom. The observation has shown
that some students cannot focus and pay attention to the teacher. When teacher
asks some review questions, most of students did not give any response. This may
relate to the condition that biology contains lots of explanations and
memorizations, so that the students may not remember the preview material. It
can be seen through their achievement, some students have difficulties to reach
the minimum requirements to pass in the biology exams. It was to use that the
cognitive learning outcome for grade XI students in this school was still low, 62
in mean score. Meanwhile, the minimum completeness criterion is 75 in mean.
This problem is not only a regional problem, but also a global problem.
Lujan and Stephen (2005) in Michigan show that students’ attention in class
wanes dramatically after 10–15 min. These studies suggest that students do not
learn by simply sitting in a classroom, listening to the teacher, and memorizing
assignments. Students must talk about what they are learning, write about it, relate
it to past experiences, and apply it to their daily lives. Students who are actively
involved in learning retain information longer than when they are passive
recipients of instructions. In Japan, the result of the study of Ohshika (2005)
revealed that there is a problem that many students have less experienced in
3
performing experiment and observation in school. Moreover, the study of biology
in school is excessively dependent on rote memorization (Umeno, 2005).
A lot of things that are abstract learned in biology, one of which is human
regulatory system topic. Abstract material is often difficult for students to
understand, so it needs an appropriate learning strategy for students easily
understand the material and can remember in a long time. According to the
research of Supini (2010) in SMAN 1 Lubuk Pakam, student learning outcomes in
the human regulatory system material has not been satisfactory over the past three
years, with mean value of 63 (year 2007/2008), 65 (year 2008/2009) and 65 (year
2009/2010).
These problems must be overcome in order to achieve the learning
objectives with optimal results. One attempt to overcome this problem is by
implementing appropriate learning approach, which is student-centered and can
accommodate all types of learning style is SAVI approach.
SAVI stands for Somatic, Auditory, Visual, and Intellectual. It is an
approach that combines physical movement with intellectual creativity and use all
the senses in the learning process. Somatic is learning by moving and doing,
auditory is learning by talking and hearing, visual is learning by observing and
picturing, and intellectual is learning by problem solving and reflecting. Meier
(2000) asserts that learning can be optimized if the four elements of SAVI can be
present in a learning process. For example, students will learn a little bit to watch
the presentation (V), but they can learn more if they can do something when a
presentation is in progress (S), to talk or discuss what they learned (A), and think
of ways to apply the information in the presentation to resolve the problems that
exist (I). All four of these learning modes have to be present for optimal learning
to occur. Since these elements are all integrated, the best kind of learning occurs
when they are all used simultaneously.
Learning not automatically improve by having people stand up and move
around but combining physical movement with intellectual activity and the use of
all the senses can have a profound effect on learning (Meier, 2000). By
stimulating the senses, especially the visual sense, learning can be enhanced.
4
Laird’s theory suggests that if multi-senses are stimulated, greater learning takes
place (Dunn, 2002). It is also can increase students’ retention by creating vivid
and memorable learning experiences. Moreover, Suyatno (2008) says that
combines physical movement with intellectual activity and the use of all senses to
fully engage students in learning so that it will give a positive effect on student
learning outcomes. The late, Dewi (2012) concluded that the application of SAVI
approach has taken good effect toward students’ achievement cognitive,
psychomotor, and affective domain in learning biology of SMA Negeri 1
Boyolali.
1.2 Problem Identification
According to the background above, the identified problems are:
1. The lecturing-method is commonly used in learning process.
2. Activeness of student in learning process is still low.
3. There is no variation of learning strategy so that students become bored
and less excited.
4. Students cannot focus and pay attention to the teacher.
5. Students did not remember the material for a long time.
6. Students have less experienced in performing experiment and observation
in school.
7. Human regulatory system as one of abstract material in biology is often
difficult for students to understand.
1.3 Problem Scope
This research focuses on the using of SAVI (Somatic, Auditory, Visual
and Intellectual) approach in learning process, which is student-centered and can
accommodate all types of learning style of students to obtain an optimal learning.
Aspects measured include students’ activity, learning outcome and
retention of human regulatory system topic in biology that was done for grade XI
IPA SMAN 1 Tebing Tinggi academic year 2012/2013.
5
1.4 Research Questions
In accordance with the issues that have been stated, then the problem can
be formulated:
1. Is there any effect of SAVI approach on students’ activity in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
2. Is there any effect of SAVI approach on students’ learning outcome in
human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
3. Is there any effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
1.5 Research Objectives
1. To know the effect of SAVI approach on students’ activity in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
2. To know the effect of SAVI approach on students’ learning outcome in
human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
3. To know the effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
1.6 Significances of Research
Theoretical significance of the research results could be used as study
material and references on similar research on SAVI approach and learning
outcome of biology.
The research practical significance could be helping the teachers about the
appropriate learning strategy for the effective learning process. Teachers can use
SAVI approach to improve students’ learning outcome in biology and also
6
enhance teacher’s awareness to develop alternative strategies to teach biology, so
that students can understand the concepts well and may have good retention in
biology. Learning process by using SAVI approach can be a good reference for
teaching practice to improve students’ activity and interest in learning biology
through the active and innovative learning strategy.
49
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the result of research, it can be concluded as follows:
1.
There is an effect of SAVI approach on students’ activity in human regulatory
system topic for grade XI IPA SMAN 1 Tebing Tinggi academic year
2012/2013. The students’ activity in experimental and control class is
significantly different, where students in experimental class that taught with
SAVI approach is more active than students in control class that taught with
traditional approach.
2.
There is an effect of SAVI approach on students’ learning outcome in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic
year 2012/2013. Learning outcome of students in experimental class that
taught with SAVI approach showed better results than students in control
class that taught with traditional approach.
3.
There is an effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic
year 2012/2013. Students in experimental class that taught with SAVI
approach can remember the material longer than students in control class that
taught with traditional approach.
5.2 Recommendation
It can be proposed some recommendations as follows:
1.
For students, SAVI approach can improve the activity, learning outcome and
retention of students caused its attractive lesson that able to interest and
stimulate students to being involved in the learning process.
2.
For teachers, SAVI approach can be used as the appropriate learning strategy
for the effectiveness learning process. It can enhance teacher’s awareness to
develop alternative strategies in teaching.
50
3.
For researcher as prospective teacher in the next future, the results of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of implementing SAVI approach in teaching
and learning process.
51
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Aryulina, D. 2007. Biologi 2. Jakarta: Esis.
Arends, R.I. 1998. Learning to Teach. Singapore: McGraw-Hill.
Arikunto, S. 2011. Dasar-dasar Evaluasi Pendidikan. Jakarta: Penerbit Bumi
Aksara.
Asani, D. 2012. Efektivitas Strategi Pembelajaran MURDER Terhadap
Partisipasi Dan Kemampuan Berpikir Analitis Siswa SMA Negeri 1
Gombong Pada Mata Pelajaran Biologi. Thesis. FKIP. Universitas
Sebelas Maret. Surakarta.
Campbell, N.A., Reece, J.B., Taylor, M.R., Simon, E.J. 2006. Biology: Concepts
& Connections 5th Edition. San Fransisco: Pearson Education, Inc.
Benjamin Cummings. Dale, Edgar. 1969. Audio-Visual Methods in
Teaching, 3rd edition. New York: Holt, Rinehart & Winston.
DePorter, B. and Hernacki, M. 2006. Membiasakan Belajar Nyaman dan
Menyenangkan. Bandung: Kaifa.
Dewi, W.M.M. 2012. Pengaruh penerapan SAVI terhadap hasil belajar biologi
siswa kelas X SMA Negeri 1 Boyolali tahun pelajaran 2011/2012. Thesis.
FKIP. Universitas Sebelas Maret. Surakarta.
Dunn, L. 2002. Theories of Learning. Oxford Centre for Staff and Learning
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Gleixner, S. 2000. The Trials and Errors of Collaborative Learning: A New
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Gravells, A. 2008. Preparing to Teach in the Lifelong Learning Sector. Great
Britain: Bell and Bain Ltd.
Griggs, R.A. 2005. Psychology: A Concise Introduction. USA: McGraw-Hill.
Hamalik, O. 2003. Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara.
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Hannah, N. and Syaichudin, M. 2011. Penerapan Pendekatan SAVI Untuk
Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Faroidh Kelas
VIII di MTs. Nurul Amanah Madura. Thesis. FIP. Universitas Negeri
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Lindawati, E. 2009. Penerapan Pendekatan SAVI Melalui Metode Accelerated
Learning Dalam Pembelajaran Matematika Pada Materi Limas Di Kelas
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LEARNING OUTCOME AND RETENTION IN HUMAN
REGULATORY SYSTEM TOPIC FOR GRADE
XI IPA SMAN 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
By:
Mizanina Adlini
SID. 409342022
Biology Bilingual Education
THESIS
Submitted to fulfill the requirement for degree
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2013
iii
THE EFFECT OF SAVI APPROACH ON STUDENTS ACTIVITY,
LEARNING OUTCOME AND RETENTION IN HUMAN
REGULATORY SYSTEM TOPIC FOR GRADE
XI IPA SMAN 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
MIZANINA ADLINI (409342022)
ABSTRACT
The objectives of this study are to find out: (1) the effect of SAVI approach on
students’ activity, (2) the effect of SAVI approach on students’ learning outcome,
and (3) the effect of SAVI approach on students’ retention in human regulatory
system topic. A quasi experimental research with post test only control group
design was used in this study. The population of this study was all of grade XI
IPA students of SMA Negeri 1 Tebing Tinggi. There were 2 classes chosen as the
sample by applying cluster random sampling technique. Experimental class was
taught by SAVI approach while control class was taught by traditional approach.
The instruments used to obtain the data were observation sheet as non-test
instrument and cognitive test in form of multiple choices as test instrument. The
observation results showed that students’ activity in both research classes is
significantly different. The students in experiment class were more active than
students in control class by the average percentage of 62.03% and 14.85%
respectively. It means that SAVI approach gave an effect to students’ activity. The
test instrument data were analyzed by using t-test. The result of hypothesis test for
the post test showed that tcount = 2.811 > ttable = 1.668 at the level significance of
0.05, means that Ha was accepted and H0 was rejected. It can be concluded that
there is an effect of SAVI approach on students’ learning outcome. Learning
outcome of students that taught with SAVI approach showed better results than
students that taught with traditional approach. For post test II (retention), the
result obtained tcount = 40.04 > ttable = 1.668 at the level significance of 0.05, means
that there is an effect of SAVI approach on students’ retention. Students in
experimental class can remember the material longer than students in control
class. On the whole, SAVI approach gave good effect to students’ activity,
learning outcome and retention in human regulatory system topic for grade XI
IPA SMAN 1 Tebing Tinggi academic year 2012/2013.
Keywords: SAVI approach, students’ activity, learning outcome, retention.
v
TABLE OF CONTENT
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
Listof Tables
List of Appendices
Pages
i
ii
iii
iv
v
vii
viii
ix
CHAPTER I INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Scope
1.4 Research Questions
1.5 Research Objectives
1.6 Significances of Research
1
1
4
4
5
5
5
CHAPTER II LITERATURE REVIEW
2.1 Learning Understanding
2.1.1 The Essential of Learning
2.1.2 Learning Style
2.1.3 Learning Activity
2.1.4 Learning Outcome
2.1.5 Retention
2.2 SAVI Approach
2.2.1 The Definition of SAVI Approach
2.2.2 The Elements of SAVI Approach
2.2.3 The Principles of SAVI Approach
2.2.4 The Syntax of SAVI Approach
2.2.5 The Advantages and Disadvantages of SAVI Approach
2.3 Human Regulatory System
2.4 Research Hypothesis
7
7
7
7
9
10
11
12
12
12
14
15
16
17
32
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time
3.2 Population and Sample
3.3 Research Variables
3.4 Research Design
3.5 Research Instrument
3.6 Research Procedure
3.7 Data Analysis
3.7.1 Students’ Activity Data
3.7.2 Students’ Cognitive Data
3.7.3 Students’ Retention Data
34
34
34
34
34
35
37
40
40
40
41
vi
CHAPTER IV RESULT AND DISCUSSION
4.1 Result
4.1.1 Description of Research Data
4.1.1.1 Students’ Activity
4.1.1.2 Students’ Learning Outcome
4.1.1.1 Students’ Retention
4.1.2 Analysis of Research Data
4.2 Discussion
42
42
42
42
43
44
44
46
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendation
49
49
49
REFERENCES
51
vii
LIST OF FIGURES
Pages
8
Figure 2.1
Cone of experience diagram
Figure 2.2
Neuron structure
18
Figure 2.3
Propagation of the action potential along an axon
19
Figure 2.4
Synapse structure
20
Figure 2.5
Reflex arc pathway
21
Figure 2.6
Parts of the eye
27
Figure 2.7
The structure of ear
28
Figure 2.8
Tongue maps
30
Figure 2.9
An illustration of how people sense flavors
30
Figure 2.10 Receptors in human skin
32
Figure 3.1
Flowchart of research procedure
39
Figure 4.1
The effect of SAVI approach on students’ learning outcome
in classroom
43
Figure 4.2
The effect of SAVI approach on students’ retention
in classroom
44
viii
LIST OF TABLES
Table 2.1 Revised Bloom’s taxonomy – cognitive domain
Pages
11
Table 3.1 Test research design
35
Table 3.2 Distribution of the instrument test cognitive levels
36
Table 3.3 Teaching and learning activities
38
Table 4.1 Observation result of students’ activity
42
ix
LIST OF APPENDICES
Pages
Appendix 1
Syllabus
54
Appendix 2
Lesson plan of experimental class
56
Appendix 3
Lesson plan of control class
68
Appendix 4
Test Instrument
75
Appendix 5
Non-Test Instrument
81
Appendix 6
Calculation of test instrument
83
Appendix 7
Validity and reliability of test instrument
90
Appendix 8
Table of ítem discriminant
91
Appendix 9
Result of research data
92
Appendix 10 Calculation of normality test
103
Appendix 11 Calculation of homogeneity test
105
Appendix 12 Hypothesis testing
107
Appendix 13 Product moment table
109
Appendix 14 Liliefors table
110
Appendix 15 F-distribution table
111
Appendix 16 Table of t distribution value
114
Appendix 17 Research documentation
115
viii
LIST OF TABLES
Table 2.1 Revised Bloom’s taxonomy – cognitive domain
Pages
11
Table 3.1 Test research design
35
Table 3.2 Distribution of the instrument test cognitive levels
36
Table 3.3 Teaching and learning activities
38
Table 4.1 Observation result of students’ activity
42
vii
LIST OF FIGURES
Pages
8
Figure 2.1
Cone of experience diagram
Figure 2.2
Neuron structure
18
Figure 2.3
Propagation of the action potential along an axon
19
Figure 2.4
Synapse structure
20
Figure 2.5
Reflex arc pathway
21
Figure 2.6
Parts of the eye
27
Figure 2.7
The structure of ear
28
Figure 2.8
Tongue maps
30
Figure 2.9
An illustration of how people sense flavors
30
Figure 2.10 Receptors in human skin
32
Figure 3.1
Flowchart of research procedure
39
Figure 4.1
The effect of SAVI approach on students’ learning outcome
in classroom
43
Figure 4.2
The effect of SAVI approach on students’ retention
in classroom
44
ix
LIST OF APPENDICES
Pages
Appendix 1
Syllabus
54
Appendix 2
Lesson plan of experimental class
56
Appendix 3
Lesson plan of control class
68
Appendix 4
Test Instrument
75
Appendix 5
Non-Test Instrument
81
Appendix 6
Calculation of test instrument
83
Appendix 7
Validity and reliability of test instrument
90
Appendix 8
Table of ítem discriminant
91
Appendix 9
Result of research data
92
Appendix 10 Calculation of normality test
103
Appendix 11 Calculation of homogeneity test
105
Appendix 12 Hypothesis testing
107
Appendix 13 Product moment table
109
Appendix 14 Liliefors table
110
Appendix 15 F-distribution table
111
Appendix 16 Table of t distribution value
114
Appendix 17 Research documentation
115
1
CHAPTER I
INTRODUCTION
1.1 Background
There are two factors that affect learning; internal factors which come
from within the student and external factors which come from outside him/herself
(Slameto, 2003). One of the internal factors affecting student learning is memory
or retention. Retention is the ability to remember material at some later time
in much the same way it was presented during instruction (Mayer, 2002).
Retention are relative, where each student has a memory capacity varies, which
can affect the learning outcomes differently.
Learning approach and learning strategies including factors that also
determine the success rate of the learning process. Learning strategies refers to the
behaviors and thought processes used by students that influence what is learned,
including memory and metacognitive processes (Arends, 1998). It is said to be
successful if the result reach the learning objectives of the material.
According to DePorter (2006), there are three basic types of learning style,
they are visual, auditory, and kinesthetic. Visual learning means that learn through
what they see, auditory learning by listening and kinesthetic learning by motion,
work and touching. Learning styles research has indicated that different people
learn in different ways (Meier, 2000).
Moreover, based on Dale’s Cone
Experience (Dale, 1969), people generally remember 10% of what they read, 20%
of what they hear, 30% of what they see, 50% of what they see and hear, 70% of
what they say and write, 90% of what they do as they perform a task. Students
with well-trained senses will accelerate comprehension and enable long-term
memory.
Biology is part of science that studies living things and their environment.
In fact, learning biology is not in accordance with the characteristics of biology as
a science. Most teachers advanced aspects of the product rather than the process
and attitude. It makes the students were oriented to the achievement of cognitive
learning outcomes, as result students are not directly involved in the discussions,
2
presentations, observation, and experiment. This creates a situation where the
learning activity is teacher-centered while the students act as passive learners.
Based on Hannah and Syaichudin (2011), there are the imbalance between
the roles of teachers and students during the learning process in MTs. Nurul
Amanah Madura. Teachers focus more in lecturing in delivering teaching
materials while students are listening and taking notes. The biology learning in
SMA Negeri 1 Gombong also shows the teacher-centered in the process. There is
no variation of learning strategy so that students become bored and less excited.
Discussion group is an effective way to improve the active learning, as in group
students are required to actively solve the given problem and exchange ideas
(Asani, 2012). Furthermore, Sabatini (2012) revealed that most of teachers use
traditional method where the teacher acts as the only source of information in
SMA Negeri 1 Tebing Tinggi. This method tends to create a monotonous
atmosphere and boring circumstance in the classroom. The observation has shown
that some students cannot focus and pay attention to the teacher. When teacher
asks some review questions, most of students did not give any response. This may
relate to the condition that biology contains lots of explanations and
memorizations, so that the students may not remember the preview material. It
can be seen through their achievement, some students have difficulties to reach
the minimum requirements to pass in the biology exams. It was to use that the
cognitive learning outcome for grade XI students in this school was still low, 62
in mean score. Meanwhile, the minimum completeness criterion is 75 in mean.
This problem is not only a regional problem, but also a global problem.
Lujan and Stephen (2005) in Michigan show that students’ attention in class
wanes dramatically after 10–15 min. These studies suggest that students do not
learn by simply sitting in a classroom, listening to the teacher, and memorizing
assignments. Students must talk about what they are learning, write about it, relate
it to past experiences, and apply it to their daily lives. Students who are actively
involved in learning retain information longer than when they are passive
recipients of instructions. In Japan, the result of the study of Ohshika (2005)
revealed that there is a problem that many students have less experienced in
3
performing experiment and observation in school. Moreover, the study of biology
in school is excessively dependent on rote memorization (Umeno, 2005).
A lot of things that are abstract learned in biology, one of which is human
regulatory system topic. Abstract material is often difficult for students to
understand, so it needs an appropriate learning strategy for students easily
understand the material and can remember in a long time. According to the
research of Supini (2010) in SMAN 1 Lubuk Pakam, student learning outcomes in
the human regulatory system material has not been satisfactory over the past three
years, with mean value of 63 (year 2007/2008), 65 (year 2008/2009) and 65 (year
2009/2010).
These problems must be overcome in order to achieve the learning
objectives with optimal results. One attempt to overcome this problem is by
implementing appropriate learning approach, which is student-centered and can
accommodate all types of learning style is SAVI approach.
SAVI stands for Somatic, Auditory, Visual, and Intellectual. It is an
approach that combines physical movement with intellectual creativity and use all
the senses in the learning process. Somatic is learning by moving and doing,
auditory is learning by talking and hearing, visual is learning by observing and
picturing, and intellectual is learning by problem solving and reflecting. Meier
(2000) asserts that learning can be optimized if the four elements of SAVI can be
present in a learning process. For example, students will learn a little bit to watch
the presentation (V), but they can learn more if they can do something when a
presentation is in progress (S), to talk or discuss what they learned (A), and think
of ways to apply the information in the presentation to resolve the problems that
exist (I). All four of these learning modes have to be present for optimal learning
to occur. Since these elements are all integrated, the best kind of learning occurs
when they are all used simultaneously.
Learning not automatically improve by having people stand up and move
around but combining physical movement with intellectual activity and the use of
all the senses can have a profound effect on learning (Meier, 2000). By
stimulating the senses, especially the visual sense, learning can be enhanced.
4
Laird’s theory suggests that if multi-senses are stimulated, greater learning takes
place (Dunn, 2002). It is also can increase students’ retention by creating vivid
and memorable learning experiences. Moreover, Suyatno (2008) says that
combines physical movement with intellectual activity and the use of all senses to
fully engage students in learning so that it will give a positive effect on student
learning outcomes. The late, Dewi (2012) concluded that the application of SAVI
approach has taken good effect toward students’ achievement cognitive,
psychomotor, and affective domain in learning biology of SMA Negeri 1
Boyolali.
1.2 Problem Identification
According to the background above, the identified problems are:
1. The lecturing-method is commonly used in learning process.
2. Activeness of student in learning process is still low.
3. There is no variation of learning strategy so that students become bored
and less excited.
4. Students cannot focus and pay attention to the teacher.
5. Students did not remember the material for a long time.
6. Students have less experienced in performing experiment and observation
in school.
7. Human regulatory system as one of abstract material in biology is often
difficult for students to understand.
1.3 Problem Scope
This research focuses on the using of SAVI (Somatic, Auditory, Visual
and Intellectual) approach in learning process, which is student-centered and can
accommodate all types of learning style of students to obtain an optimal learning.
Aspects measured include students’ activity, learning outcome and
retention of human regulatory system topic in biology that was done for grade XI
IPA SMAN 1 Tebing Tinggi academic year 2012/2013.
5
1.4 Research Questions
In accordance with the issues that have been stated, then the problem can
be formulated:
1. Is there any effect of SAVI approach on students’ activity in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
2. Is there any effect of SAVI approach on students’ learning outcome in
human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
3. Is there any effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
1.5 Research Objectives
1. To know the effect of SAVI approach on students’ activity in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
2. To know the effect of SAVI approach on students’ learning outcome in
human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
3. To know the effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
1.6 Significances of Research
Theoretical significance of the research results could be used as study
material and references on similar research on SAVI approach and learning
outcome of biology.
The research practical significance could be helping the teachers about the
appropriate learning strategy for the effective learning process. Teachers can use
SAVI approach to improve students’ learning outcome in biology and also
6
enhance teacher’s awareness to develop alternative strategies to teach biology, so
that students can understand the concepts well and may have good retention in
biology. Learning process by using SAVI approach can be a good reference for
teaching practice to improve students’ activity and interest in learning biology
through the active and innovative learning strategy.
49
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the result of research, it can be concluded as follows:
1.
There is an effect of SAVI approach on students’ activity in human regulatory
system topic for grade XI IPA SMAN 1 Tebing Tinggi academic year
2012/2013. The students’ activity in experimental and control class is
significantly different, where students in experimental class that taught with
SAVI approach is more active than students in control class that taught with
traditional approach.
2.
There is an effect of SAVI approach on students’ learning outcome in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic
year 2012/2013. Learning outcome of students in experimental class that
taught with SAVI approach showed better results than students in control
class that taught with traditional approach.
3.
There is an effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic
year 2012/2013. Students in experimental class that taught with SAVI
approach can remember the material longer than students in control class that
taught with traditional approach.
5.2 Recommendation
It can be proposed some recommendations as follows:
1.
For students, SAVI approach can improve the activity, learning outcome and
retention of students caused its attractive lesson that able to interest and
stimulate students to being involved in the learning process.
2.
For teachers, SAVI approach can be used as the appropriate learning strategy
for the effectiveness learning process. It can enhance teacher’s awareness to
develop alternative strategies in teaching.
50
3.
For researcher as prospective teacher in the next future, the results of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of implementing SAVI approach in teaching
and learning process.
51
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