Abstract
The purpose of this research was to increase learning effectiveness of buffer solution through SAVI (Somatic, Auditory, Visual, and Intellectual) approach using experiment guide and CD in class XI SMAN 21 Jakarta. It started from December 2011 until April 2012. The method was classroom action research in two rounds. This research started with preliminary analysis by teacher interview and student questionnaire to make the lesson plan. The results showed that the learning effectiveness had enhancement from first cycle to second cycle. It could be seen from the average of learning outcomes that increased from 73,89 in first round to 81,28 in second round. To increase learning effectiveness of buffer solution through SAVI approach, first we could know the dominant learning style of student in that class and the characteristic of subject that learnt. After that, teacher could determine learning method and media that suited with them. Application of experiment guide and CD as implememtation of SAVI approach could optimized visual and auditory learning style of student. Besides that, experiment in the laboratory could optimized somatic learning style of student.
 Keywords : effectiveness, SAVI approach, buffer solution
Highlights
The purpose of this research was to increase learning effectiveness of buffer solution through SAVI (Somatic, Auditory, Visual, and Intellectual) approach using experiment guide and CD in class XI SMAN 21 Jakarta
The results showed that the learning effectiveness had enhancement from first cycle to second cycle
Pengembangan LKS dan CD Pendukung Praktikum Bilingual Berbasis Information and Communication Technology (ICT) pada Materi Larutan Penyangga di Kelas XI Rintisan Sekolah Menengah Atas Bertaraf Internasional
Summary
Pengamatan (observing), dan (4) refleksi (reflecting) [4]. SMA Negeri 21 Jakarta. Penelitian ini diamati melalui lembar observasi, catatan lapangan, tes hasil belajar siswa pada akhir siklus, angket siswa pada akhir siklus. Instrumen yang digunakan adalah lembar wawancara guru, angket analisis pendahuluan untuk siswa, catatan lapangan, tes hasil belajar siswa pada akhir siklus, angket siswa pada akhir siklus. 3. Hasil Penelitian Analisis Pendahuluan Dari hasil wawancara dengan guru kimia di SMA Negeri 21, diketahui bahwa pelaksanaan pembelajaran kimia, khususnya materi Larutan Penyangga, telah sesuai dengan kurikulum. Dari hasil observasi (biru), pencapaian indikator keterlaksanaan program pembelajaran oleh siswa pada siklus I dan II adalah 75,82%. Dari hasil angket siswa (merah), pencapaian indikator keterlaksanaan program pembelajaran oleh siswa mengalami peningkatan yaitu dari 74,83% pada siklus I menjadi 82,33% pada siklus II yang digunakan, yaitu KTSP dan Cambridge.
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