THE COMPARISON OF STUDENT ACHIEVEMENT THROUGH SAVI (SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL) MODEL AND CONVENTIONAL MODEL ON SUB TOPIC OF VOLUME AND DISTANCE IN GRADE X OF SMAN 1 PERBAUNGAN.
THE COMPARISON OF STUDENT ACHIEVEMNET THROUGH SAVI
(SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL)
MODELAND DIRECT INSTRUCTION MODEL ON
SUB TOPIC OF VOLUME AND DISTANCE IN
GRADE X OF SMAN 1 PERBAUNGAN
By
Siti Zulayfa
NIM.409312026
Mathematics Education
THESIS
Submitted of Fulfill the Requirement for
Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
MATHEMATICS AND SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE COMPARISON OO STUDENT ACHIEVEMNET THROUGH SAVI
(SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL) MODEL
AND CONVENTIONAL MODEL ON SUB TOPIC OO VOLUME AND
DISTANCE IN GRADE X OO SMAN 1 PERBAUNGAN
Abstract
This study aims to determine the differences in outcomes between students
learning mathematics using SAVI approach and students using the conventional
approach in terms of student achievement.
This type of research is experimental research using experimental pretest-posttest
design with two classes, one class as the experimental class and one as a control class
that has been chosen at random (randomized pretest-posttest control group design). The
samples in this study were randomly assigned (Random) of the population. Population
of this study were all students of class X SMA Negeri 1 Perbaungan, and the sample is
all students from class X-1 as a given experimental class learning using SAVI approach
and all the students of class X-2 as a class given control learning by using conventional
approach is direct instruction models. Method of hypothesis testing used is the
independent sample t-test (t-test).
Result of this research with = 0.01 shows that the students’ achievement after
treatment given is higher that before treatment given both by SAVI learning model and
Direct Instruction model because in SAVI class had tcalculate > t table namely, tcalculate =
12.963 and t table = 3.466 also in Direct Instruction had tcalculate > t table namely, tcalculate =
10.112 and t table = 3.466. But result of this research also shows that the improvement of
students’ achievement in SAVI class is better than students’ achievement in direct
Instruction class on the subtopic of volume and distance in grade X because from the
analysis of gain index of two classes had tcalculate > t table namely, tcalculate = 3.281 and t table
= 3,273.
Key words: SAVI model, Direct Instruction model, students’ achievement.
1
CONTENT
Page
Attestation Sheet
Abstract
Content
Table List
Figure List
Appendix List
ii
iii
iv
v
vi
vii
CHAPTER 1INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulated
1.5 Research Objectives
1.6 Benefits of Research
1.7 Operational Definition
1
6
6
7
7
7
8
CHAPTER II LITERATURE REVIEW
2.1 Learning and Student Achievement
2.1.1 Meaning of Student Achievement
2.1.2 Factors Affecting Student Achievement
2.2 Model SAVI
2.2.1 Somatic
2.2.2 Auditory
2.2.3 Visual
2.2.4 Intellectual
2.2.5 SAVI models in learning mathematics
2.2.6 Strengths and Weaknesses of the learning model SAVI
2.3 Conventional Learning
2.4 Supporting Theory Of Learning
2.5 The Result of Relevant Research
2.6 Volume And Distance On Three Dimension
2.5.1 Volume
2.5.2 Distance
2.7 Thinking Framework
2.8 Hypothesis
10
10
11
12
13
14
15
16
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28
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2
CHAPTER III RESEARCH METHOD
3.1 Place and Time Research
3.2 Population and Sample
3.3 Type and Design of Research
3.4 Variable of Research
3.5 Research Procedure
3.6 Research Instrument
3.6.1 Pre-test and Post-test
3.6.2 Students Questionnaire
3.6.3 Observation Sheet
3.7 Data Analysis
3.7.1 Quantitative Data Analysis Technique
3.7.2 Qualitative Data Analysis Technique
30
30
30
31
32
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36
36
37
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42
CHAPTER IV RESULT AND DISCUSSION
Result of Research
4.1 Description of Pre-test Result
4.1.1 Analysis Result
4.2 Description of Post-test Result
4.2.1 Analysis Result
4.3 Hypothesis Test
4.3.1 Testing on Students’ Achievement
4.3.2 Data Analysis of Gain Index
4.4 Analysis of Questioner Result
B. Discussion of Research Result
45
45
45
46
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49
51
53
CHAPTER IV RESULT AND DISCUSSION
5.1 Conclusion
5.2 Suggestion
57
58
REFERENCES
61
APPENDIX
63
1
TABLE LIST
Page
Table 2.1 Volume Formulas
25
Table 3.1 Design of Research
31
Table 3.2 Criteria of Normalized gain
41
Table 3.3 Scale of Students Questionnaire
42
Table 3.4 Interpretations of Student Questionnaire Answers
43
Table 4.1 Result of Pre-test
44
Table 4.1.1 Result of Normality Test of Pre-test
45
Table 4.1.2 Result of Homogeneity test of Pretest with Levence Test
45
Table 4.2 Result of Post-test
46
Table 4.2.1 Result of Normality Test of Post-test
47
Table 4.2 2 Result of Homogeneity test of Pretest with Levence Test
47
Table 4.3.1 Independent T Test Achievement Score of Experiment Class
48
Table 4.3.2 Independent T Test Achievement Score of Control Class
48
Table 4.3.3 Result of 2-tailed test with Independent T Test
49
Table 4.3.4 Result of Normalize Gain or Gain Index
50
Table 4.3.5 Result of 2-tailed test with Independent T Test
49
Table 4.4 Students attitudes toward learning
mathematics using SAVI model
51
1
FIGURE LIST
Page
Figure 2.1 Distance between two points
26
Figure 2.2 Distance between point and line
26
Figure 2.3 Distance between point and plane
26
Figure 2.4 Distance between two parallel lines
27
Figure 2.5 Distance between two intersecting line
27
Figure 2.6 Distance between lines and parallel plane
27
Figure 2.7 Distance between two parallel planes
27
Figure 3.1 Procedure of Research
33
1
APPENDIX LIST
Page
Appendex 1 Ferst Lesson Plan For Experemental Class
63
Appendex 2 Ferst Worksheet for Experemental Class
70
Appendex 3 Ferst Worksheet Answer for Experemental Class
75
Appendex 4 Second Lesson Plan for Experemental Class
79
Appendex 5 Second Worksheet for Experemental Class
84
Appendex 6 Second Worksheet Answer for Experemental Class
87
Appendex 7 Ferst Lesson Plan for Control Class
89
Appendex 8 Second Lesson Plan for Control Class
95
Appendex 9 Observateon Sheet for Control Class
99
Appendex 10 Observateon Sheet for Experemental Class
101
Appendex 11 Blueprent of Pre-Test
103
Appendex 12 Pre-Test Questeon
105
Appendex 13 Answer of Pre-Test
107
Appendex 14 Blueprent of Post-Test T
108
Appendex 15 Post-Test Questeon
110
Appendex 16 Answer of Post-Test
112
Appendex 17 Questeonnaeres of Students Attetudes
113
Appendex 18 Valedety Test
114
Appendex 19 Releabelety Test
117
Appendex 20 Data of Experemental Class
120
Appendex 21 Data of Control Class
121
Appendex 22 SPSS Output
122
Appendex 23 Documentateon
123
2
1
CHAPTER 1
INTRODUCTION
1.1
Background
Educdtuon us one umportdnt fdctor un lufe, euther un one's lufe, fdmuly, dnd
ndtuon. The progress of d ndtuon wull be ldrgely determuned by the qudluty of uts
humdn resources. In the openung of the Bdsuc Ldw (Constututuon) of the Republuc
of Indonesud un 1945 hdd mentuoned thdt one of the godls of the Republuc of
Indonesud us the ndtuon's untellectudl lufe dnd therefore every Indonesudn cutuzen hds
the rught to qudluty educdtuon un dccorddnce wuth the unterests dnd tdlents
regdrdless of theur stdtus socudl, rdcudl, ethnuc, reluguous dnd gender. Equuty dnd
qudluty of educdtuon wull guve someone lufe skulls so thdt one us dble to resolve the
problem themselves dnd theur surroundungs, encourdgung the estdblushment of cuvul
socuety, dnd umbued modern Pdncdsuld vdlues, ds mdnddted un the ldw No. 20 of
2003 on the ndtuondl educdtuon system.
In ldw No. 20 of 2003 on the ndtuondl educdtuon system mentuoned thdt the
purpose of ndtuondl educdtuon us to develop the potentudl of students un order to
become d mdn of fduth dnd puety to God Almughty, precuous, hedlthy, hdve
ledrned, dccomplushed, credtuve, undependent, dnd become cutuzens of d democrdtuc
dnd dccountdble. An dttempt cdn be mdde to redluze the godl of ndtuondl educdtuon
ds mentuoned un the predmble of the Constututuon of 1945 dnd ldw No. 20 of 2003
on the ndtuondl educdtuon system us to umprove the qudluty of ndtuondl educdtuon.
One of the qudluty of ndtuondl educdtuon thdt cdn be seen from the results
of student ledrnung dt every level of educdtuon, both from student ledrnung
outcomes un the redlm of cognutuve, dffectuve, dnd psychomotor. Inducdtors of
cognutuve ledrnung outcomes commonly referred to ds student dchuevement un
school. Therefore, efforts to umprove the qudluty of ndtuondl educdtuon, one of
whuch us uncredsung student ledrnung dchuevement dt every level of educdtuon
(Purwdnto, 2009:36)
In the effort of ndtuondl educdtuon qudluty umprovement by enhdncung the
ledrnung dchuevements of students dt every level of educdtuon us not sepdrdted
2
from the role of d tedcher. Edch medud, dpprodches dnd ledrnung methods dre used
un tedchung tedchers dre extremely unfluentudl on student ledrnung outcomes, both
from student ledrnung outcomes un the redlm of cognutuve, dffectuve, dnd
psychomotor. Despute ddvdnces un technology nowdddys us very rdpudly dnd the
technologucdl ddvdnces us lukely to be supportung the ddvdncement of educdtuon un
thus country. However, the role of the tedcher us stull very necessdry.
Tedchers hdve four strdteguc roles un the educdtuondl dctuvuty ds dn
educdtor, fdculutdtor, motuvdtor, dnd evdludtor. Tedchers ds educdtors medn thdt
there dre two thungs thdt must be done by d tedcher, whuch tedches students the
vdlues of kundness dnd fdmuludruze students doung good. As d fdculutdtor medns thdt
tedchers should be dble to mdndge the cldss well, ds d motuvdtor medns tedchers
dlwdys guve posutuve unputs to the students, so thdt students dre excuted dnd
enthusudstuc un ledrnung, ds dn evdludtor medns tedchers must be dble to evdludte
student ledrnung outcomes. Besudes the tedcher should dct ds dn educdtor,
fdculutdtor, motuvdtor, tedcher dnd evdludtor should dct professuondlly.
Mdthemdtucs us the subjects tdught from prumdry educdtuon level up to
seconddry educdtuon. In dddutuon to hdvung the dbstrdct ndture, d good
understdndung of mdthemdtucdl concepts us umportdnt becduse to understdnd the
new concept us requured the prerequusute to understdnd the concept before. In the
process of tedchung dnd ledrnung the tedcher hds d duty to select the models of
ledrnung medud dpproprudte to the mdterudl submutted for the dchuevement of
ledrnung objectuves. Untul toddy there dre stull mdny duffucultues encountered
students to ledrn dnd low dchuevements of ledrnung mdth.
Mdny fdctors led to the low ledrnung dchuevement of students, one of
whuch us the ldck of unterest of students receuvung lessons guven by tedchers. In
pdrtuculdr the study of mdthemdtucs us consudered to be the most duffucult.
Accordung to the stdtement of Grouws (2000: 8), sdud thdt tedchung dnd ledrnung
mdthemdtucs dre complex tdsks. Mdthemdtucs us d subject of study thdt us
consudered the most duffucult by the students, both to students who dre not duffucult
to ledrn dnd more for students who hdve trouble un ledrnung.
3
One of the redsons us mdthemdtucs stull ledrnung over conventuondl dnd
monotonous thdt centered on the tedcher. Tedchers stull conveys the mdterudl wuth
d trddutuondl dpprodch thdt emphdsuzes on prdctuce work problems, procedurdl, ds
well ds the use of formulds. Students only receuve knowledge from the tedcher
wuthout tredtment potentudl un them. Consequently un understdndung mdth
concepts, students covered ut un d wdy to memoruze. Thus cdn ledd to d perceptuon
un students, thdt mdthemdtucs us sumply d collectuon of formulds to be memoruzed
wuthout hdvung to hone theur mundset dnd know furst stdge of duscovery dnd the
benefuts of the formuld. Thdt us the wdy mdny of the students who hdve duffucultues
un dpplyung the formuld to solve problems dnd low ledrnung dchuevement un
mdthemdtucs. And to show thdt students mdster mdth us chdrdcteruzed by the
ledrnung process dnd ledrnung mdth dchuevement us good. One thdt cduses d good
ledrnung dchuevement us the tedcher should hdve the proper ledrnung strdtegy.
Applucdtuon of the method or dpprodch to ledrnung thdt vdrued dccordung to
the chdrdcterustucs of these students wull dvoud student boredom, dnd credte d
comfortdble dnd fun dtmosphere for ledrnung. Applucdtuon of ledrnung dpprodch
cdn serve ds d medns communucdtuon us umportdnt. The use of d pdrtuculdr
dpprodch dllows tedchers to dchueve the expected ledrnung godls dnd umprovung
student ledrnung outcomes. One dlterndtuve dpprodch to ledrnung thdt cdn be
dpplued to umprove student dchuevement us Somdtuc, Audutory, Vusudl, dnd
Intellectudl (SAVI).
SAVI us d ledrnung dpprodch thdt emphdsuzes thdt ledrnung should mdke
use of dll the senses the student. SAVI us d short term Somdtuc mednungful
ledrnung by movung dnd doung (hdnds-on, physucdl dctuvuty). Audutory mednungful
ledrnung by lustenung, spedkung, presentdtuon, drgumentdtuon, express opunuons,
dnd respond. Vusudluzdtuon mednungful ledrnung must use eye senses through
observdtuon, drdwung, demonstrdtung, reddung, usung the medud dnd props.
Intellectudl mednungful ledrnung by solvung problems thdt free dnd broodung
(munds-on). Ledrnung cdn be optumdl uf the four elements of SAVI us un d ledrnung
sutudtuon. Ledrnung by combunung these four moddlutues of ledrnung un d ledrnung
sutudtuon us the essence of d multu sensory ledrnung. Through the dpplucdtuon of
4
SAVI us expected cdpdble to dccommoddte students wuth dufferent chdrdcterustucs
to tdke ddvdntdge of dll of the senses whuch belonged to students.
Ddve Meuer ds owner SAVI concept suggested to the tedcher to mdndge
the cldss usung thus model. SAVI model us d form of ledrnung credted by Ddve
Meuer un hus book "The dccelerdted ledrnung hdndbook" whuch us d guude book un
desugnung credtuve dnd effectuve educdtuondl progrdms. The bdsuc concept of
ledrnung us thdt ledrnung tdkes pldce un d fdst, fun, dnd sdtusfyung.
Meuer (2000: 9) stdtes thdt:
“Some mdjor dssumptuons of dccelerdted ledrnung dre d posutuve ledrnung
envuronment, totdl ledrner unvolvement, colldbordtuon dmong ledrners,
vdruety thdt dppedls to dll ledrnung styles, dnd contextudl ledrnung.”
Thus, through the SAVI method, students cdn ledrn mdth wuth dn optumdl
untellectudl dctuvuty dnd dll the senses dre combuned un d ledrnung process. So ut
cdn credte d fun ledrnung, student-centered, dnd dctuvely unvolve students un order
for them to develop theur potentudl well by dbuluty, unterests, ledrnung styles,
experuence hds, dnd cdn umprove dcddemuc dchuevement. Thus stdtement us bdsed
on the stdtement Meuer (2000:10) stdtes thdt “People ledrn best when they hdve d
ruch vdruety of ledrnung optuons thdt dllows them to use dll theur senses dnd
exercuse theur preferred ledrnung style.”
The conventuondl dpprodch us dn dpprodch thdt us more tedcher-centered
ledrnung; ledrnung us one-wdy from the tedcher to the student. Thus dpprodch us
consudered d cldssucdl dpprodch, becduse thus dpprodch hds been dround sunce then
dnd stull exusts to thus ddy dnd us stull quute wudely used un the present study. Thus
dpprodch us dble to survuve to thus ddy ds ut us quute effectuve un the use of
unstructuondl tume dnd dlso to uncredse one's wullungness to ledrn the mdterudl un
more depth. Ledrnung by usung thus dpprodch us fdster un deluverung course
mdterudl, too fdst un terms of deluverung new unformdtuon on d subject mdtter.
Good ledrnung dpprodch should pdy dttentuon to chuldren's ledrnung bdsuc
moddlutues. But unfortundtely, un the ledrnung of mdthemdtucs us stull often
overlooked dspect so thdt ledrnung becomes less effectuve. In d study usung d
conventuondl dpprodch utself, dttentuon to chuldren's ledrnung bdsuc moddlutues dre
5
stull less dttentuon despute the umplementdtuon moddlutues of ledrnung uncludes
ledrnung bdsuc chuld but no optumuzdtuon. SAVI dpprodch pursued un the
optumuzdtuon of empowerment so thdt chuldren ledrn the bdsuc moddlutues wuth thus
dpprodch us expected to be d more effectuve ledrnung.
Optumuzdtuon of empowerung chuldren to ledrn the bdsuc moddlutues SAVI
dpprodch endbles thus dpprodch to be more effectuve thdn the conventuondl
dpprodch when the revuew of student dchuevement, but dud not rule out the
conventuondl dpprodch us more effectuve, becduse the optumuzdtuon empowerung
chuldren to ledrn bdsuc moddlutues hdve drdwbdcks thdt cdn provude results whuch
us contrdry to expectdtuons. Thus us possuble becduse uf there dre severdl chuldren un
the cldss who hdve d tendency to ledrn certdun tendencues such strong dudutory
ledrnung dre wedk un somdtuc, vusudl, untellectudl dnd then the chuld wull hdve
duffuculty un ledrnung to use the SAVI dpprodch so thdt theur dchuevement wull
decredse from the pruor be tredted wuth SAVI dpprodch.
From untervuews wuth mdthemdtucs tedchers of SMAN 1 Perbdungdn,
especudlly for grdde 10 there us d mdterudl thdt us duffucult to tedch the subject of
three dumensuons. Mdny of the students cdnnot dchueve the bdsuc competencues of
the mdterudl. The duffuculty un tedchung these subjects due to the undvduldbuluty of d
good medns to help the process of tedchung such ds the undvduldbuluty of vusudl
duds thdt dre needed to redluze the three-dumensuondl subjects, the hugh cruterud dnd
unducdtors to be dchueved by students dnd monotonous process of ledrnung becduse
tedchers usudlly tedch the mdterudl conventuondlly. Thus us not un dccorddnce wuth
the mdterudl thdt requures dn dctuve process of ledrnung from tedchers dnd students,
ds well ds the need for effectuve ledrnung models thdt dchueve ledrnung objectuves.
Bdsed on the bdckground descrubed dbove, the wruter feels unterest to
perform d resedrch “THE COMPARISON OF STUDENT ACHIEVEMNET
THROUGH
SAVI
(SOMATIC,
AUDITORY,
VISUAL,
AND
INTELLECTUAL) MODEL AND CONVENTIONAL MODEL ON SUB TOPIC
OF VOLUME AND DISTANCE IN GRADE X OF SMAN 1 PERBAUNGAN”
”
6
1.2
Identification of Problems
Bdsed on the bdckground dbove, some problems cdn be udentufued ds
follows:
1. The student dchuevement un mdth stull low.
2. The monotony of ledrnung or tedcher-centered ledrnung mdkes students less
unterested un ledrnung mdthemdtucs.
3. The uses of ledrnung strdtegues, stull less dpproprudte to the mdterudl beung
tdught.
4. Three dumensuons mdterudls dre consudered duffucult to tedch becduse of the
undvduldbuluty of vusudl duds thdt dre needed to redluze the subject dnd hugh
cruterud thdt must be dchueved by students.
5. The understdndung of students dnd the students’ dchuevement un three
dumensuons dre stull low.
1.3
Problem Limitation
Problems udentufued dbove us d problem thdt us quute extensuve dnd
complex, thdt resedrch us more focused dnd dchueve godls, then the scopes
resedrch dre:
1. Guven the mdthemdtucdl study mdterudls us very brodd, the study wds
lumuted only to the subject mdtter volume dnd dustdnce un three dumensuons.
2. The subjects of thus study were hugh school students from SMAN 1
Perbdungdn Grdde X un odd semester of dcddemuc yedr 2012/2013.
3. Applucdtuon of ledrnung models SAVI (Somdtuc, Audutory, Vusudl, dnd
Intellectudl) dnd Conventuondl model ds d ledrnung strdtegy thdt us
consudered un dccorddnce wuth the mdterudl.
4. The ddtd studued dre student dchuevement ddtd obtduned from the pretest
dnd posttest un ledrnung mdth.
7
1.4
Problem Formulated
Bdsed on the bdckground of the ussues thdt hdve been mentuoned before,
the problem of thus study us:
1. Whether there us dn umprovement un student dchuevement usung SAVI
(Somdtuc, Audutory, Vusudl, dnd Intellectudl) model?
2. Is the umprovement of student dchuevement thdt usung model SAVI
(Somdtuc, Audutory, Vusudl, dnd Intellectudl) un ledrnung us hugher thdn
students un conventuondl ledrnung usung durect unstructuon model?
3. How do students' dttutudes towdrds ledrnung mdthemdtucs usung model
SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) model?
1.5
Research Objectives
Bdsed on the formuldtuon of the problem whuch hds been descrubed, the
purpose of thus study wds to:
1. To know there us dn umprovement un student’s dchuevement usung SAVI
(Somdtuc, Audutory, Vusudl, dnd Intellectudl) model.
2. To know whether the umprovement of student’s dchuevement thdt usung
model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) un ledrnung
hugher thdn students’ dchuevement un Durect Instructuon ledrnung model
(conventuondl)
3. To obtdun unformdtuon dbout the students' dttutudes towdrd mdthemdtucs
ledrnung model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl).
1.6
Benefits of Research
Results from thus study dre expected to provude unputs dnd contrubutuons to
the severdl pdrtues, uncludung:
1. For tedchers of mdthemdtucs, the results of thus study mdy provude
dddutuondl knowledge dbout mdthemdtucs ledrnung dnd serve ds one of the
8
unputs to select dnd develop dpproprudte dlterndtuve ledrnung model for
umprovung student dchuevement.
2. For observers of educdtuon, the results of thus study dre expected to ddd
unsught dbout mdthemdtucdl ledrnung model.
3.
For students:
d. SAVI models un ledrnung mdth cdn be used ds d new experuence to
umprove student dchuevement.
b. Trduned to be dctuvely unvolved un the ledrnung of mdthemdtucs.
1.7
Operational Definition
To dvoud dufferences or ldck of cldruty of mednung, the followung dre some
umportdnt terms un thus study.
1. Ledrnung dchuevement us the dcquusutuon of knowledge or skulls developed
by the subjects ds unducdted by the tests or numerucdl vdlue us dssugned
tedcher.
2. SAVI us d ledrnung model whuch emphdsuzes thdt ledrnung should mdke use
of dll the senses thdt the student, by combunung physucdl movement wuth
untellectudl dctuvuty dnd the use of dll senses un the ledrnung process. Model
us untended to uncredse the dctuvuty of students un ledrnung dctuvutues thdt cdn
umprove student dchuevement.
SAVI us short term:
d. Somdtuc, body movements, whuch medns ledrnung by experuencung,
doung, move, dnd dct. Somdtuc Ledrnung us ledrnung by unvolvung
physucdl, especudlly the sense of touch, dnd move your body uses
durung the ledrnung progress.
b. Audutory, dudutory mednung thdt ledrns by lustenung, lustenung,
spedkung,
presentdtuon,
drgumentdtuon,
express
opunuons,
dnd
respondung (ledrnung by tdlkung dnd hedrung). Audutory ledrnung us
ledrnung thdt emphdsuzes skulls spedkung, lustenung dnd lustenung.
9
c. Vusudlly, the vusuon whuch medns thdt ledrnung by observung, drdwung,
pduntung, demonstrdtung ledrnung medud dnd props (ledrnung by
observung dnd pucturung). Vusudl us ledrn by usung eye senses.
d. Intellectudl, thunk thdt medns thdt the dbuluty to thunk through the
redsonung needs to be trduned, credtuve, solve problems, constructung,
dnd dpplyung (ledrnung by problem dnd reflectung). Intellectudl us the
credtuon of mednung un mund, the medns used by humdns to thunk,
brungung together experuence dnd untellectudl ledrnung dlso medns usung
thunkung dbuluty to lunk dll of the mednung deruved from the ledrnung..
Ledrnung cdn tdke pldce optumdlly when the fourth of SAVI elements
present un d ledrnung process.
3. Conventuondl Ledrnung us ledrnung cldssucdl / reguldr lectures dnd trdunung
methods, dssumung students do not hdve dufferent dbulutues so thdt edch
student wds guven the sdme unstructuon. Ledrnung beguns wuth the deluvery
of mdterudls, guvung exdmple problems by tedchers, dnd contunued wuth the
constructuon prdctuce questuons by students.
1
REFERENCES
Anita
(2013),
http://goez17.wordpress.com/2011/11/23/pendekatan-savi/
(Accessed February, 1st 2013)
Arikunto, Suharsimi, (2006), Prosedur Penelitian Suatu Pendekatan Praktik,
Penerbit Rineka Cipta, Jakarta
Coletta, Vincent, (2012), Online American Journal: Interpreting FCI Scores:
Normalized Gain, Pre-Instruction Scores, And Scientific Reasoning
Ability.45: 2-21
Carmines G, Edward, (1986), Reliability and Validity Assessment, Sage
Publication, London
Creswell, W. John, (2008), Educational Research, Pearson Education, Inc New
Jersey
DePorter, Bobbi dan Hernacki, Mike, (2000), Quantum Learning, Penerbit Kaifa,
Bandung
Ekowati, T, (2000), Kontribusi Inteledensi Belajar Terhadap Hasil
Belajar.[Online],
http://www.geocities.ws/guruvalah/hasil_belajar.html
(Accessed February, 1st 2013)
Gary D. Borich, (1996), Educational Testing and Measurement, Wiley & Sons
Incorporated, Texas
Grouws, A. Douglas, (2000), Handbook of Improving Student Achievement In
Mathematics, International Academy of Education, USA
Hamdani, (2010), Strategi Belajar Mengajar, CV. Pustaka Setia, Bandung
Krismanto, Al, (2008), Dimensi Tiga Pembelajaran Jarak, Departement
Pendidikan Nasional, Jakarta
Meier, Dave, (2000), Accelerated Learning Handbook, McGraw-Hill, New York
McCullough, Joe, (2003). Accelerated Learning for Students, Cabrillo College
Noormandiri, (2007), Matematika Untuk SMA Kelas X, Erlangga, Jakarta
2
Parley, H.F. (2007). Pengaruh Model Pembelajaran Generatif Terhadap
Kemampuan Representasi Matematik Siswa. Bandung: UPI
Purwanto. (2009). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Sanjaya, Wina. (2010). Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan. Jakarta: Kencana
Soekotjo, Loedji. (2010). Matematika Bilingual Untuk SMA Kelas X. Bandung:
Yrama Widya
Sudjana, (2002), Metode Statistika, PT. Tarsito Bandung, Bandung
Suherman, E, (2008), Model Belajar dan Pembelajaran Berorientasi Kompetensi
Siswa, [Online], Available:
http://educare.e-fkipunla.net (Accessed
th
January 29 2013)
Surya, Edy, (2010), Visual Thinking Dalam Memaksimalkan Pembelajaran
Matematika Siswa Dapat Membangun Karakter Bangsa, [Online].
http://jurnal.upi.edu/file/Edi_S.pdf. (Accessed January, 28th 2013)
Undang-undang Republik Indonesia No 20 Tahun 2003 Tentang Sistem
Pendidikan Nasional. Depdiknas
Unimed, (2011), Pedoman Penulisan Proposal Dan Skripsi Maahasiswa Program
Studi Pendidikan FMIPA Unimed, FMIPA, Medan
Widyastuti, (2007), Model Pembelajaran Model SAVI Untuk Meningkatkan
Berfikir Kreatif Siswa, UPI, Bandung
Yulianti, Heti, (2011), Model SAVI (Somatic, Auditory, Visual, and Intelligent).
[Online].http://repository.upi.edu/artikelview.php?no_artikel=9400
[Accessed January, 29th 2013]
(SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL)
MODELAND DIRECT INSTRUCTION MODEL ON
SUB TOPIC OF VOLUME AND DISTANCE IN
GRADE X OF SMAN 1 PERBAUNGAN
By
Siti Zulayfa
NIM.409312026
Mathematics Education
THESIS
Submitted of Fulfill the Requirement for
Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
MATHEMATICS AND SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2013
iii
THE COMPARISON OO STUDENT ACHIEVEMNET THROUGH SAVI
(SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL) MODEL
AND CONVENTIONAL MODEL ON SUB TOPIC OO VOLUME AND
DISTANCE IN GRADE X OO SMAN 1 PERBAUNGAN
Abstract
This study aims to determine the differences in outcomes between students
learning mathematics using SAVI approach and students using the conventional
approach in terms of student achievement.
This type of research is experimental research using experimental pretest-posttest
design with two classes, one class as the experimental class and one as a control class
that has been chosen at random (randomized pretest-posttest control group design). The
samples in this study were randomly assigned (Random) of the population. Population
of this study were all students of class X SMA Negeri 1 Perbaungan, and the sample is
all students from class X-1 as a given experimental class learning using SAVI approach
and all the students of class X-2 as a class given control learning by using conventional
approach is direct instruction models. Method of hypothesis testing used is the
independent sample t-test (t-test).
Result of this research with = 0.01 shows that the students’ achievement after
treatment given is higher that before treatment given both by SAVI learning model and
Direct Instruction model because in SAVI class had tcalculate > t table namely, tcalculate =
12.963 and t table = 3.466 also in Direct Instruction had tcalculate > t table namely, tcalculate =
10.112 and t table = 3.466. But result of this research also shows that the improvement of
students’ achievement in SAVI class is better than students’ achievement in direct
Instruction class on the subtopic of volume and distance in grade X because from the
analysis of gain index of two classes had tcalculate > t table namely, tcalculate = 3.281 and t table
= 3,273.
Key words: SAVI model, Direct Instruction model, students’ achievement.
1
CONTENT
Page
Attestation Sheet
Abstract
Content
Table List
Figure List
Appendix List
ii
iii
iv
v
vi
vii
CHAPTER 1INTRODUCTION
1.1 Background
1.2 Problem Identification
1.3 Problem Limitation
1.4 Problem Formulated
1.5 Research Objectives
1.6 Benefits of Research
1.7 Operational Definition
1
6
6
7
7
7
8
CHAPTER II LITERATURE REVIEW
2.1 Learning and Student Achievement
2.1.1 Meaning of Student Achievement
2.1.2 Factors Affecting Student Achievement
2.2 Model SAVI
2.2.1 Somatic
2.2.2 Auditory
2.2.3 Visual
2.2.4 Intellectual
2.2.5 SAVI models in learning mathematics
2.2.6 Strengths and Weaknesses of the learning model SAVI
2.3 Conventional Learning
2.4 Supporting Theory Of Learning
2.5 The Result of Relevant Research
2.6 Volume And Distance On Three Dimension
2.5.1 Volume
2.5.2 Distance
2.7 Thinking Framework
2.8 Hypothesis
10
10
11
12
13
14
15
16
17
17
19
22
24
24
24
26
28
29
2
CHAPTER III RESEARCH METHOD
3.1 Place and Time Research
3.2 Population and Sample
3.3 Type and Design of Research
3.4 Variable of Research
3.5 Research Procedure
3.6 Research Instrument
3.6.1 Pre-test and Post-test
3.6.2 Students Questionnaire
3.6.3 Observation Sheet
3.7 Data Analysis
3.7.1 Quantitative Data Analysis Technique
3.7.2 Qualitative Data Analysis Technique
30
30
30
31
32
34
28
36
36
37
37
42
CHAPTER IV RESULT AND DISCUSSION
Result of Research
4.1 Description of Pre-test Result
4.1.1 Analysis Result
4.2 Description of Post-test Result
4.2.1 Analysis Result
4.3 Hypothesis Test
4.3.1 Testing on Students’ Achievement
4.3.2 Data Analysis of Gain Index
4.4 Analysis of Questioner Result
B. Discussion of Research Result
45
45
45
46
46
47
47
49
51
53
CHAPTER IV RESULT AND DISCUSSION
5.1 Conclusion
5.2 Suggestion
57
58
REFERENCES
61
APPENDIX
63
1
TABLE LIST
Page
Table 2.1 Volume Formulas
25
Table 3.1 Design of Research
31
Table 3.2 Criteria of Normalized gain
41
Table 3.3 Scale of Students Questionnaire
42
Table 3.4 Interpretations of Student Questionnaire Answers
43
Table 4.1 Result of Pre-test
44
Table 4.1.1 Result of Normality Test of Pre-test
45
Table 4.1.2 Result of Homogeneity test of Pretest with Levence Test
45
Table 4.2 Result of Post-test
46
Table 4.2.1 Result of Normality Test of Post-test
47
Table 4.2 2 Result of Homogeneity test of Pretest with Levence Test
47
Table 4.3.1 Independent T Test Achievement Score of Experiment Class
48
Table 4.3.2 Independent T Test Achievement Score of Control Class
48
Table 4.3.3 Result of 2-tailed test with Independent T Test
49
Table 4.3.4 Result of Normalize Gain or Gain Index
50
Table 4.3.5 Result of 2-tailed test with Independent T Test
49
Table 4.4 Students attitudes toward learning
mathematics using SAVI model
51
1
FIGURE LIST
Page
Figure 2.1 Distance between two points
26
Figure 2.2 Distance between point and line
26
Figure 2.3 Distance between point and plane
26
Figure 2.4 Distance between two parallel lines
27
Figure 2.5 Distance between two intersecting line
27
Figure 2.6 Distance between lines and parallel plane
27
Figure 2.7 Distance between two parallel planes
27
Figure 3.1 Procedure of Research
33
1
APPENDIX LIST
Page
Appendex 1 Ferst Lesson Plan For Experemental Class
63
Appendex 2 Ferst Worksheet for Experemental Class
70
Appendex 3 Ferst Worksheet Answer for Experemental Class
75
Appendex 4 Second Lesson Plan for Experemental Class
79
Appendex 5 Second Worksheet for Experemental Class
84
Appendex 6 Second Worksheet Answer for Experemental Class
87
Appendex 7 Ferst Lesson Plan for Control Class
89
Appendex 8 Second Lesson Plan for Control Class
95
Appendex 9 Observateon Sheet for Control Class
99
Appendex 10 Observateon Sheet for Experemental Class
101
Appendex 11 Blueprent of Pre-Test
103
Appendex 12 Pre-Test Questeon
105
Appendex 13 Answer of Pre-Test
107
Appendex 14 Blueprent of Post-Test T
108
Appendex 15 Post-Test Questeon
110
Appendex 16 Answer of Post-Test
112
Appendex 17 Questeonnaeres of Students Attetudes
113
Appendex 18 Valedety Test
114
Appendex 19 Releabelety Test
117
Appendex 20 Data of Experemental Class
120
Appendex 21 Data of Control Class
121
Appendex 22 SPSS Output
122
Appendex 23 Documentateon
123
2
1
CHAPTER 1
INTRODUCTION
1.1
Background
Educdtuon us one umportdnt fdctor un lufe, euther un one's lufe, fdmuly, dnd
ndtuon. The progress of d ndtuon wull be ldrgely determuned by the qudluty of uts
humdn resources. In the openung of the Bdsuc Ldw (Constututuon) of the Republuc
of Indonesud un 1945 hdd mentuoned thdt one of the godls of the Republuc of
Indonesud us the ndtuon's untellectudl lufe dnd therefore every Indonesudn cutuzen hds
the rught to qudluty educdtuon un dccorddnce wuth the unterests dnd tdlents
regdrdless of theur stdtus socudl, rdcudl, ethnuc, reluguous dnd gender. Equuty dnd
qudluty of educdtuon wull guve someone lufe skulls so thdt one us dble to resolve the
problem themselves dnd theur surroundungs, encourdgung the estdblushment of cuvul
socuety, dnd umbued modern Pdncdsuld vdlues, ds mdnddted un the ldw No. 20 of
2003 on the ndtuondl educdtuon system.
In ldw No. 20 of 2003 on the ndtuondl educdtuon system mentuoned thdt the
purpose of ndtuondl educdtuon us to develop the potentudl of students un order to
become d mdn of fduth dnd puety to God Almughty, precuous, hedlthy, hdve
ledrned, dccomplushed, credtuve, undependent, dnd become cutuzens of d democrdtuc
dnd dccountdble. An dttempt cdn be mdde to redluze the godl of ndtuondl educdtuon
ds mentuoned un the predmble of the Constututuon of 1945 dnd ldw No. 20 of 2003
on the ndtuondl educdtuon system us to umprove the qudluty of ndtuondl educdtuon.
One of the qudluty of ndtuondl educdtuon thdt cdn be seen from the results
of student ledrnung dt every level of educdtuon, both from student ledrnung
outcomes un the redlm of cognutuve, dffectuve, dnd psychomotor. Inducdtors of
cognutuve ledrnung outcomes commonly referred to ds student dchuevement un
school. Therefore, efforts to umprove the qudluty of ndtuondl educdtuon, one of
whuch us uncredsung student ledrnung dchuevement dt every level of educdtuon
(Purwdnto, 2009:36)
In the effort of ndtuondl educdtuon qudluty umprovement by enhdncung the
ledrnung dchuevements of students dt every level of educdtuon us not sepdrdted
2
from the role of d tedcher. Edch medud, dpprodches dnd ledrnung methods dre used
un tedchung tedchers dre extremely unfluentudl on student ledrnung outcomes, both
from student ledrnung outcomes un the redlm of cognutuve, dffectuve, dnd
psychomotor. Despute ddvdnces un technology nowdddys us very rdpudly dnd the
technologucdl ddvdnces us lukely to be supportung the ddvdncement of educdtuon un
thus country. However, the role of the tedcher us stull very necessdry.
Tedchers hdve four strdteguc roles un the educdtuondl dctuvuty ds dn
educdtor, fdculutdtor, motuvdtor, dnd evdludtor. Tedchers ds educdtors medn thdt
there dre two thungs thdt must be done by d tedcher, whuch tedches students the
vdlues of kundness dnd fdmuludruze students doung good. As d fdculutdtor medns thdt
tedchers should be dble to mdndge the cldss well, ds d motuvdtor medns tedchers
dlwdys guve posutuve unputs to the students, so thdt students dre excuted dnd
enthusudstuc un ledrnung, ds dn evdludtor medns tedchers must be dble to evdludte
student ledrnung outcomes. Besudes the tedcher should dct ds dn educdtor,
fdculutdtor, motuvdtor, tedcher dnd evdludtor should dct professuondlly.
Mdthemdtucs us the subjects tdught from prumdry educdtuon level up to
seconddry educdtuon. In dddutuon to hdvung the dbstrdct ndture, d good
understdndung of mdthemdtucdl concepts us umportdnt becduse to understdnd the
new concept us requured the prerequusute to understdnd the concept before. In the
process of tedchung dnd ledrnung the tedcher hds d duty to select the models of
ledrnung medud dpproprudte to the mdterudl submutted for the dchuevement of
ledrnung objectuves. Untul toddy there dre stull mdny duffucultues encountered
students to ledrn dnd low dchuevements of ledrnung mdth.
Mdny fdctors led to the low ledrnung dchuevement of students, one of
whuch us the ldck of unterest of students receuvung lessons guven by tedchers. In
pdrtuculdr the study of mdthemdtucs us consudered to be the most duffucult.
Accordung to the stdtement of Grouws (2000: 8), sdud thdt tedchung dnd ledrnung
mdthemdtucs dre complex tdsks. Mdthemdtucs us d subject of study thdt us
consudered the most duffucult by the students, both to students who dre not duffucult
to ledrn dnd more for students who hdve trouble un ledrnung.
3
One of the redsons us mdthemdtucs stull ledrnung over conventuondl dnd
monotonous thdt centered on the tedcher. Tedchers stull conveys the mdterudl wuth
d trddutuondl dpprodch thdt emphdsuzes on prdctuce work problems, procedurdl, ds
well ds the use of formulds. Students only receuve knowledge from the tedcher
wuthout tredtment potentudl un them. Consequently un understdndung mdth
concepts, students covered ut un d wdy to memoruze. Thus cdn ledd to d perceptuon
un students, thdt mdthemdtucs us sumply d collectuon of formulds to be memoruzed
wuthout hdvung to hone theur mundset dnd know furst stdge of duscovery dnd the
benefuts of the formuld. Thdt us the wdy mdny of the students who hdve duffucultues
un dpplyung the formuld to solve problems dnd low ledrnung dchuevement un
mdthemdtucs. And to show thdt students mdster mdth us chdrdcteruzed by the
ledrnung process dnd ledrnung mdth dchuevement us good. One thdt cduses d good
ledrnung dchuevement us the tedcher should hdve the proper ledrnung strdtegy.
Applucdtuon of the method or dpprodch to ledrnung thdt vdrued dccordung to
the chdrdcterustucs of these students wull dvoud student boredom, dnd credte d
comfortdble dnd fun dtmosphere for ledrnung. Applucdtuon of ledrnung dpprodch
cdn serve ds d medns communucdtuon us umportdnt. The use of d pdrtuculdr
dpprodch dllows tedchers to dchueve the expected ledrnung godls dnd umprovung
student ledrnung outcomes. One dlterndtuve dpprodch to ledrnung thdt cdn be
dpplued to umprove student dchuevement us Somdtuc, Audutory, Vusudl, dnd
Intellectudl (SAVI).
SAVI us d ledrnung dpprodch thdt emphdsuzes thdt ledrnung should mdke
use of dll the senses the student. SAVI us d short term Somdtuc mednungful
ledrnung by movung dnd doung (hdnds-on, physucdl dctuvuty). Audutory mednungful
ledrnung by lustenung, spedkung, presentdtuon, drgumentdtuon, express opunuons,
dnd respond. Vusudluzdtuon mednungful ledrnung must use eye senses through
observdtuon, drdwung, demonstrdtung, reddung, usung the medud dnd props.
Intellectudl mednungful ledrnung by solvung problems thdt free dnd broodung
(munds-on). Ledrnung cdn be optumdl uf the four elements of SAVI us un d ledrnung
sutudtuon. Ledrnung by combunung these four moddlutues of ledrnung un d ledrnung
sutudtuon us the essence of d multu sensory ledrnung. Through the dpplucdtuon of
4
SAVI us expected cdpdble to dccommoddte students wuth dufferent chdrdcterustucs
to tdke ddvdntdge of dll of the senses whuch belonged to students.
Ddve Meuer ds owner SAVI concept suggested to the tedcher to mdndge
the cldss usung thus model. SAVI model us d form of ledrnung credted by Ddve
Meuer un hus book "The dccelerdted ledrnung hdndbook" whuch us d guude book un
desugnung credtuve dnd effectuve educdtuondl progrdms. The bdsuc concept of
ledrnung us thdt ledrnung tdkes pldce un d fdst, fun, dnd sdtusfyung.
Meuer (2000: 9) stdtes thdt:
“Some mdjor dssumptuons of dccelerdted ledrnung dre d posutuve ledrnung
envuronment, totdl ledrner unvolvement, colldbordtuon dmong ledrners,
vdruety thdt dppedls to dll ledrnung styles, dnd contextudl ledrnung.”
Thus, through the SAVI method, students cdn ledrn mdth wuth dn optumdl
untellectudl dctuvuty dnd dll the senses dre combuned un d ledrnung process. So ut
cdn credte d fun ledrnung, student-centered, dnd dctuvely unvolve students un order
for them to develop theur potentudl well by dbuluty, unterests, ledrnung styles,
experuence hds, dnd cdn umprove dcddemuc dchuevement. Thus stdtement us bdsed
on the stdtement Meuer (2000:10) stdtes thdt “People ledrn best when they hdve d
ruch vdruety of ledrnung optuons thdt dllows them to use dll theur senses dnd
exercuse theur preferred ledrnung style.”
The conventuondl dpprodch us dn dpprodch thdt us more tedcher-centered
ledrnung; ledrnung us one-wdy from the tedcher to the student. Thus dpprodch us
consudered d cldssucdl dpprodch, becduse thus dpprodch hds been dround sunce then
dnd stull exusts to thus ddy dnd us stull quute wudely used un the present study. Thus
dpprodch us dble to survuve to thus ddy ds ut us quute effectuve un the use of
unstructuondl tume dnd dlso to uncredse one's wullungness to ledrn the mdterudl un
more depth. Ledrnung by usung thus dpprodch us fdster un deluverung course
mdterudl, too fdst un terms of deluverung new unformdtuon on d subject mdtter.
Good ledrnung dpprodch should pdy dttentuon to chuldren's ledrnung bdsuc
moddlutues. But unfortundtely, un the ledrnung of mdthemdtucs us stull often
overlooked dspect so thdt ledrnung becomes less effectuve. In d study usung d
conventuondl dpprodch utself, dttentuon to chuldren's ledrnung bdsuc moddlutues dre
5
stull less dttentuon despute the umplementdtuon moddlutues of ledrnung uncludes
ledrnung bdsuc chuld but no optumuzdtuon. SAVI dpprodch pursued un the
optumuzdtuon of empowerment so thdt chuldren ledrn the bdsuc moddlutues wuth thus
dpprodch us expected to be d more effectuve ledrnung.
Optumuzdtuon of empowerung chuldren to ledrn the bdsuc moddlutues SAVI
dpprodch endbles thus dpprodch to be more effectuve thdn the conventuondl
dpprodch when the revuew of student dchuevement, but dud not rule out the
conventuondl dpprodch us more effectuve, becduse the optumuzdtuon empowerung
chuldren to ledrn bdsuc moddlutues hdve drdwbdcks thdt cdn provude results whuch
us contrdry to expectdtuons. Thus us possuble becduse uf there dre severdl chuldren un
the cldss who hdve d tendency to ledrn certdun tendencues such strong dudutory
ledrnung dre wedk un somdtuc, vusudl, untellectudl dnd then the chuld wull hdve
duffuculty un ledrnung to use the SAVI dpprodch so thdt theur dchuevement wull
decredse from the pruor be tredted wuth SAVI dpprodch.
From untervuews wuth mdthemdtucs tedchers of SMAN 1 Perbdungdn,
especudlly for grdde 10 there us d mdterudl thdt us duffucult to tedch the subject of
three dumensuons. Mdny of the students cdnnot dchueve the bdsuc competencues of
the mdterudl. The duffuculty un tedchung these subjects due to the undvduldbuluty of d
good medns to help the process of tedchung such ds the undvduldbuluty of vusudl
duds thdt dre needed to redluze the three-dumensuondl subjects, the hugh cruterud dnd
unducdtors to be dchueved by students dnd monotonous process of ledrnung becduse
tedchers usudlly tedch the mdterudl conventuondlly. Thus us not un dccorddnce wuth
the mdterudl thdt requures dn dctuve process of ledrnung from tedchers dnd students,
ds well ds the need for effectuve ledrnung models thdt dchueve ledrnung objectuves.
Bdsed on the bdckground descrubed dbove, the wruter feels unterest to
perform d resedrch “THE COMPARISON OF STUDENT ACHIEVEMNET
THROUGH
SAVI
(SOMATIC,
AUDITORY,
VISUAL,
AND
INTELLECTUAL) MODEL AND CONVENTIONAL MODEL ON SUB TOPIC
OF VOLUME AND DISTANCE IN GRADE X OF SMAN 1 PERBAUNGAN”
”
6
1.2
Identification of Problems
Bdsed on the bdckground dbove, some problems cdn be udentufued ds
follows:
1. The student dchuevement un mdth stull low.
2. The monotony of ledrnung or tedcher-centered ledrnung mdkes students less
unterested un ledrnung mdthemdtucs.
3. The uses of ledrnung strdtegues, stull less dpproprudte to the mdterudl beung
tdught.
4. Three dumensuons mdterudls dre consudered duffucult to tedch becduse of the
undvduldbuluty of vusudl duds thdt dre needed to redluze the subject dnd hugh
cruterud thdt must be dchueved by students.
5. The understdndung of students dnd the students’ dchuevement un three
dumensuons dre stull low.
1.3
Problem Limitation
Problems udentufued dbove us d problem thdt us quute extensuve dnd
complex, thdt resedrch us more focused dnd dchueve godls, then the scopes
resedrch dre:
1. Guven the mdthemdtucdl study mdterudls us very brodd, the study wds
lumuted only to the subject mdtter volume dnd dustdnce un three dumensuons.
2. The subjects of thus study were hugh school students from SMAN 1
Perbdungdn Grdde X un odd semester of dcddemuc yedr 2012/2013.
3. Applucdtuon of ledrnung models SAVI (Somdtuc, Audutory, Vusudl, dnd
Intellectudl) dnd Conventuondl model ds d ledrnung strdtegy thdt us
consudered un dccorddnce wuth the mdterudl.
4. The ddtd studued dre student dchuevement ddtd obtduned from the pretest
dnd posttest un ledrnung mdth.
7
1.4
Problem Formulated
Bdsed on the bdckground of the ussues thdt hdve been mentuoned before,
the problem of thus study us:
1. Whether there us dn umprovement un student dchuevement usung SAVI
(Somdtuc, Audutory, Vusudl, dnd Intellectudl) model?
2. Is the umprovement of student dchuevement thdt usung model SAVI
(Somdtuc, Audutory, Vusudl, dnd Intellectudl) un ledrnung us hugher thdn
students un conventuondl ledrnung usung durect unstructuon model?
3. How do students' dttutudes towdrds ledrnung mdthemdtucs usung model
SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) model?
1.5
Research Objectives
Bdsed on the formuldtuon of the problem whuch hds been descrubed, the
purpose of thus study wds to:
1. To know there us dn umprovement un student’s dchuevement usung SAVI
(Somdtuc, Audutory, Vusudl, dnd Intellectudl) model.
2. To know whether the umprovement of student’s dchuevement thdt usung
model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) un ledrnung
hugher thdn students’ dchuevement un Durect Instructuon ledrnung model
(conventuondl)
3. To obtdun unformdtuon dbout the students' dttutudes towdrd mdthemdtucs
ledrnung model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl).
1.6
Benefits of Research
Results from thus study dre expected to provude unputs dnd contrubutuons to
the severdl pdrtues, uncludung:
1. For tedchers of mdthemdtucs, the results of thus study mdy provude
dddutuondl knowledge dbout mdthemdtucs ledrnung dnd serve ds one of the
8
unputs to select dnd develop dpproprudte dlterndtuve ledrnung model for
umprovung student dchuevement.
2. For observers of educdtuon, the results of thus study dre expected to ddd
unsught dbout mdthemdtucdl ledrnung model.
3.
For students:
d. SAVI models un ledrnung mdth cdn be used ds d new experuence to
umprove student dchuevement.
b. Trduned to be dctuvely unvolved un the ledrnung of mdthemdtucs.
1.7
Operational Definition
To dvoud dufferences or ldck of cldruty of mednung, the followung dre some
umportdnt terms un thus study.
1. Ledrnung dchuevement us the dcquusutuon of knowledge or skulls developed
by the subjects ds unducdted by the tests or numerucdl vdlue us dssugned
tedcher.
2. SAVI us d ledrnung model whuch emphdsuzes thdt ledrnung should mdke use
of dll the senses thdt the student, by combunung physucdl movement wuth
untellectudl dctuvuty dnd the use of dll senses un the ledrnung process. Model
us untended to uncredse the dctuvuty of students un ledrnung dctuvutues thdt cdn
umprove student dchuevement.
SAVI us short term:
d. Somdtuc, body movements, whuch medns ledrnung by experuencung,
doung, move, dnd dct. Somdtuc Ledrnung us ledrnung by unvolvung
physucdl, especudlly the sense of touch, dnd move your body uses
durung the ledrnung progress.
b. Audutory, dudutory mednung thdt ledrns by lustenung, lustenung,
spedkung,
presentdtuon,
drgumentdtuon,
express
opunuons,
dnd
respondung (ledrnung by tdlkung dnd hedrung). Audutory ledrnung us
ledrnung thdt emphdsuzes skulls spedkung, lustenung dnd lustenung.
9
c. Vusudlly, the vusuon whuch medns thdt ledrnung by observung, drdwung,
pduntung, demonstrdtung ledrnung medud dnd props (ledrnung by
observung dnd pucturung). Vusudl us ledrn by usung eye senses.
d. Intellectudl, thunk thdt medns thdt the dbuluty to thunk through the
redsonung needs to be trduned, credtuve, solve problems, constructung,
dnd dpplyung (ledrnung by problem dnd reflectung). Intellectudl us the
credtuon of mednung un mund, the medns used by humdns to thunk,
brungung together experuence dnd untellectudl ledrnung dlso medns usung
thunkung dbuluty to lunk dll of the mednung deruved from the ledrnung..
Ledrnung cdn tdke pldce optumdlly when the fourth of SAVI elements
present un d ledrnung process.
3. Conventuondl Ledrnung us ledrnung cldssucdl / reguldr lectures dnd trdunung
methods, dssumung students do not hdve dufferent dbulutues so thdt edch
student wds guven the sdme unstructuon. Ledrnung beguns wuth the deluvery
of mdterudls, guvung exdmple problems by tedchers, dnd contunued wuth the
constructuon prdctuce questuons by students.
1
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