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

Deni Nasir Ahmad

doi:10.29303/jppipa.v7i1.543

Abstract

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

Highlights

Education is a process to influence students so that they can adapt as best as possible to their environment and cause changes in themselves that allow them to function strongly in people's lives (Sutarna, 2018)
The learning process that can improve the abilities of students is the translation of education based on law no. 20 of 2003, namely education is a deliberate and planned conscious effort to create an atmosphere of learning and the learning process so that students actively develop their potential to have religious-spiritual strength, self-control, personality, Jurnal Penelitian Pendidikan IPA (JPPIPA)
It can be seen that the analytical thinking ability scores of students with the SAVI learning model with the science learning video learning media show that the score of 80.0 was obtained more by students, namely 13 people or 46.4 percent with the highest score of 85.0, namely 6 students or 21.4 percent, it is possible that the students' analytical thinking ability is at the good ability stage in analyzing the problems given, namely in the form of questions that must be answered by students

Summary

Introduction

Education is a process to influence students so that they can adapt as best as possible to their environment and cause changes in themselves that allow them to function strongly in people's lives (Sutarna, 2018). Based on the research results of Wijayanti, et al (2013) that SAVI is able to overcome different types of student learning either somatically, auditory, visually, and intellectually. According to Silvester Mas (2012), the ability to think critically must meet several aspects that must be met in learning activities including (1) the ability to understand the definition and clarification of problems, (2) the ability to assess and process information, and (3) the ability to solve problems/create the conclusion From this opinion, the conclusion is that the ability to think critically is the ability to solve problems in the form of the ability to understand and formulate a problem, the ability to process information by comparing existing facts by detecting a problem by choosing logical, relevant and accurate arguments to obtain conclusions on the findings or answers to these problems

Method

Descriptive Data Analysis Test

Linearity Test Analysis Analysis of Linearity Test Using the SAVI

Conclusion