Grade Primary School Students Research Articles

Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks

AbstractBackgroundThe present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult for 5th and 6th graders to grasp.ObjectivesThe aim to evaluate the effectiveness of online homework in enhancing understanding of decimal numbers and compare the impact of instructional methodologies based on correct and incorrect examples.MethodsThe research employs an experimental design, comparing the effects of online homework with correct and incorrect examples, assessing how these methodologies influence students' ability to understand and use decimal numbers, especially on a number line.ResultsThe results support the overall effectiveness of online homework in improving students' performance in decimal numbers, regardless of their initial level of understanding. Specifically, the study reveals that the type of examples used in homework plays a key role in the effectiveness of learning. Incorrect examples are more beneficial for students with higher prior knowledge, while correct examples are more appropriate for students with lower prior levels.ConclusionsThese outcomes highlight the potential value of online homework in primary education and underline the importance of tailoring educational activities to the individual needs of pupils. The study contributes to the broader conversation about the role of homework in education, suggesting practical ways to optimise online learning experiences for young learners.

Discord and Teamwork in Children of the Peruvian Highlands

The objective of this research was to determine the effectiveness of Discord as an educational resource to promote teamwork in sixth grade primary school students. The design was pre-experimental, with a sample of 35 children between 11-12 years old. The technique was the survey and the instrument was the questionnaire to measure teamwork. The statistical test used was Wilcoxon's W. The results demonstrate improvement in the development of teamwork in the dimensions of leadership, communication and empathy, thus proving that the Discord platform optimizes interaction and collaboration between students. It is concluded that the Discord platform as an educational resource is effective in the development of teamwork, according to the Wilcoxon test, obtaining a p value lower than the proposed significance (0.00<0.05), which suggests that there is a significant difference between the entrance questionnaire and exit after the experiment.

KONTRIBUSI LITERASI DIGITAL DAN INTERAKSI BELAJAR ANTAR SISWA TERHADAP KETERAMPILAN MEMECAHKAN MASALAH PEMBELAJARAN IPAS

The improvement of skills relevant to the 21st century focuses on students' ability to explore the surrounding environment. For this it is necessary to train students' problem-solving skills from the natural environment as well as human behavior in public life that require contributions in their achievements. The aim of the study was to determine the contribution of digital literacy and learning interaction between students to IPAS (IPA and IPS) problem-solving skills of 4th grade primary school students in Waru Sidoarjo District. The research uses a quantitative approach of survey methods. The primary data used was obtained directly from the field. Data source 181 respondents across five sampled schools after reduction. The result was that both free variables contributed positively and significantly to the IPAS problem-solving skills of grade IV elementary students. The standard values of the coefficients in each variable showed different values, namely digital literacy of 0.187, while the learning interaction between students was 0.177. The results showed that the digital literacy variable was the more dominant variable

The effect of creative drama method in 4th grade primary school values education

The main purpose of this study is to determine the effect of creative drama method on the acquisition of "Responsibility", "Respect" and "Patience" values by fourth grade primary school students. The study was designed using the parallel mixed model, which is one of the mixed method designs. The study group of the research consists of primary school 4th grade students studying in a public school in the fall semester of 2018-2019 academic years. There were 42 students in the experimental group and 40 students in the control group. The research data were collected through the "Responsibility Scale", "Respect Tendency Scale", "Patient Behavior Scale", "Student and Teacher Diaries", "Teacher Interview Form" and "Personal Information Form". In addition, data were obtained with the "Word Association Test" to determine the conceptual change in values before and after the implementation. All in all, it has been established that the use of the creative drama method in values education is very effective in adopting values, embodying in-class learning, and encouraging the students to develop positive attitudes about the values discussed.

Investigation of e-learning readiness levels of primary school students studying in rural

This study was conducted to determine the e-learning readiness of fourth grade primary school students in villages and towns. The research was designed in descriptive survey model from quantitative research methods. The study group of the research consisted of 165 students, 85 of whom were male and 80 of whom were female. Of these students, 149 live in the village and 16 in the town. The "E-Learning Readiness Scale", which was adapted into Turkish by Bircan et al. (2022), was used as a data collection tool in the study. The research data were analyzed using descriptive statistics, independent groups t-test and one-way ANOVA. As a result of the research, it was found that the e-learning readiness of fourth grade primary school students studying in rural areas differed significantly in favor of girls in terms of gender variable; it differed significantly in favor of computer ownership and internet connection in terms of having a computer and internet connection at home; it did not differ significantly in terms of having a tablet.

Prevalence of emotional-behavioral disorders with and without comorbidity in 6-8 year old children: the role of mother's reaction to child's negative emotions

Introduction: In the early years of schooling, factors such as being far from parents for 5 hours, academic and social demands can be stressful for children and provide the conditions for creating or intensify some mental disorders. Therefore, it is important to investigate the prevalence of emotional-behavioral disorders and their related factors at this age. Aim: The purpose of the present study was to investigate the prevalence of emotional-behavioral disorders with and without comorbidity in children aged 6 to 8 years, and also to predict the severity of these disorders based on the mother's reaction to the child's negative emotions. Method: The research method was descriptive-analytical. The population included all the first and second grade primary school students of Malayer city in the academic year 2017-2018, and 454 people were selected by cluster sampling method. In order to collect data, the Child's Behavior Checklist (2002) and the Child's Reaction to Negative Emotions Questionnaire (1990) were used. Data were analyzed through SPSS version 22 software and stepwise linear regression model was employed. Results: The findings of the present study revealed that, the pure prevalence of emotional and behavioral disorders in these children was 8.6% and prevalence with comorbidity of these disorders was 7.3%. In addition, mother's reactions to children's negative emotions could predict the severity of children's emotional-behavioral problems (P=0.001). Conclusion: In the age range of 6 to 8, the comorbidity of emotional and behavioral disorders of these children is high and the mother's supportive or unsupportive reactions to the child's negative emotions play a significant role in it, so it is suggested that child psychologists and psychiatrists pay special attention to these findings in diagnostic interviews and treatment strategies.

Relación entre la conciencia de madres y padres sobre el abuso sexual y las habilidades de los niños para decir «no»

IntroductionChild sexual abuse is a global and multidimensional social problem and causes devastating and permanent psychological, emotional, cognitive, behavioural, physical, sexual and interpersonal sequelae. This study examines the relationship between the ability to say «no» and parental awareness of sexual abuse in 4th grade primary school students. MethodsThe study was conducted between April 2022 and June 2022 in primary schools in the central district of a province in north-eastern Turkey. The sample consisted of 310 students enrolled in 4th grade and their parents. We collected the data through a personal information form, the ability to say «no» scale for children and the sexual abuse awareness scale for parents. ResultsThere was a weak positive correlation between the mean maternal scores of sexual abuse awareness and the mean scores of refusal and resistance in children (P˂.05), as well as a weak positive correlation between the mean paternal scores of sexual abuse awareness and the mean scores of refusal and resistance in children (P˂.05). ConclusionAs mothers’ and fathers’ awareness of sexual abuse myths and of teachings and actions to combat sexual abuse increased, the refusal of children also increased. Also, as fathers’ awareness of the signs of sexual abuse increased, children's refusal increased.

The Effect of Verbal Intelligence Games on Primary School 2nd Grade Students’ to the Verbal-Linguistic Intelligence Areas and the Turkish Course Attitudes

The aim of this research is to determine the verbal-linguistic intelligence levels, which is one of the intelligence areas determined in line with Gardner's Multiple Intelligence Theory, and their attitudes towards the Turkish lesson, and to examine the effects of verbal intelligence games on the development of this intelligence area and their attitudes towards the Turkish lesson. This research was carried out using a quasi-experimental design with pretest-posttest control group, one of the quantitative research methods. The study group of the research consists of 2nd grade primary school students studying in public schools in Yeşilyurt district of Malatya province. As data collection tools in the study, the "Multiple Intelligence Scale for Children" developed by Susar Kırmızı (2006) to determine the verbal-linguistic intelligence levels of the students, and the "Attitude Scale Towards Turkish Lesson" developed by Topçuoğlu Ünal and Köse (2014) to determine their attitudes towards the Turkish lesson. used after obtaining necessary permissions. During the research process, the verbal intelligence games "resfebe", "deleted letters", "missing letters" and "cryptic word" games were applied as a lesson hour two days a week for eight weeks. With the control group students, educational activities continued in a pre-planned manner. For the statistical analysis of the obtained data, an appropriate analysis program was used and the statistical data were interpreted by tabulating. According to the research findings, it was concluded that verbal intelligence games were effective in the development of verbal-linguistic intelligence areas of primary school 2nd grade students and in developing positive attitudes towards the Turkish lesson. Based on these results, it has been suggested that activities for verbal intelligence games should be given more place in primary school programs and even mind games should be included in the curriculum as an independent discipline area by associating them with other lessons at primary school level.

An Action Research on the Development of Research and Formatting Data as a Table Skills through Research-Based Teaching in Life Studies Course

The aim of this study is to develop third grade primary school students' research skills and formatting data as a table skills as a secondary skill through research-based teaching in Life Science course. Within the scope of this purpose, action research design was used in the study. The study group consists of third grade primary school students in the researcher participant's class in the 2021-2022 academic year. As a sampling technique, easily accessible case sampling, one of the purposeful sampling methods, was used. The research lasted eight weeks, one day a week. During this period, activity-based skills training was applied to improve students' research and formatting data as a table skills. Through these activities, solutions were sought for the deficiencies observed in the process. Data were collected through observations made during the trainings, researcher diary, field notes and student worksheets. The data obtained from the research were subjected to descriptive analysis and content analysis. As a result of the study, students gained knowledge about research skill and its sub-steps and developed awareness and perception change towards research. They realised that conducting research is not only collecting data but also has other stages. However, they conducted all their research on the internet. They had difficulties in interpreting and organising the complex and dense information they encountered on the internet. This situation caused loss of motivation from time to time. However, students formed an idea about the steps to be followed while conducting a research.

The Development of Instructional Model Based on Gardner’s Multiple Intelligence Theory to Improve the Mathematics Achievements of Second Grade Primary School Students

This research aimed to 1) study the factors affecting the development of mathematics achievement of second-grade students in Qinhuang Town Primary School, 2) develop an instructional model based on Gardner’s Multiple Intelligence Theory, 3) compare the mathematics achievement of second-grade students before and after using an instructional model based on Gardner’s Multiple Intelligence Theory. The sample group was 30 second-grade students in Qinhuang Town Primary School. The research Instruments were 1) a questionnaire about the factors affecting elementary school students' mathematics achievement 2) an interview form about the factors affecting elementary school students' mathematics achievement 3) lesson plans 4) a mathematics achievement test 5) students' behavioral observation form 6) interview form about the opinions on teaching and learning. This study was conducted in three steps: a study of the factors affecting the development of second-grade students' mathematics achievement, the development of an instructional model based on Gardner’s Multiple Intelligence Theory, and an experimental and improvement process. Data were statistically analyzed, Qualitative data were analyzed through content analysis, and Quantitative data were analyzed through descriptive statistics, frequency, percentage, means, and standard deviation, and the different scores of mathematics achievement before and after using the instructional model were analyzed through t-test for dependent samples. The results of the study show that: 1) the factors affecting elementary school students' mathematics achievement include four aspects: 1) students 2) teachers 3) the learning process and the environment. 2) the instructional model consisted of four components: Principle, Objective, Learning Process, and Result. 3) the implementation of the instructional model based on the multiple intelligences students have after mathematics achievement was significantly higher than that before class with statistical significance at the level .01

The Attitudes of 2nd and 3rd Grade Primary School Students towards Life studies Course and Their Levels of School Happiness

Students’ ability to internalize desired characteristics in life studies course is closely related to their readiness. The readiness is in turn linked to students’ knowledge, abilities, interests, habits, attitudes and values. Considering attitudes, students learn more effectively and become more successful when they develop a positive attitude towards a course. Depending on that success, students are expected to be happy. In the present study, students’ attitudes towards life studies course and their levels of school happiness are investigated using single screening, causal comparison and relational screening models. The study sample consists of 948 students selected via stratified and random sampling from a population of students attending 2nd and 3rd grades of primary schools in Ankara. The results of the analyses performed with parametric tests demonstrate high levels of life studies course attitudes and school happiness among 2nd and 3rd grade primary school students. A moderate, positive and significant relationship was found between attitudes and school happiness, with attitude accounting for 15% of the total variance of happiness. However, attitudes and school happiness do not vary significantly according to gender, grade, parents’ education and daily reading time.Keywords: Attitude, Life Studies, School Happiness.

Attitudes and Beliefs of 4th Grade Primary School Students towards Social Studies Course

The social studies course can be described as an ongoing process that is attempted to prepare the individuals for life through transfer of culture and ensures the socialization of the individuals. It is thought that students’ beliefs and attitudes towards this course are essential for achieving the objectives of the course. The objective of this research is to determine the attitudes and belief levels of 4th grade students towards the social studies course with respect to various variables and to review the relationship between attitudes and belief levels towards the social studies course. During the research, descriptive survey and relational survey models, which are both quantitative research methods, were used in combination. The study population consists of primary school students throughout Turkey in their 4th grade during the 2022-2023 academic year. 1326 primary school students in the 4th grade were selected from 7 geographical regions of Turkey by utilizing the simple random method and constitute the sample group of the study. The research data were collected using the “Social Studies Course Attitude Scale” and the “Social Studies Course Belief Scale”. As a result of the study, it was determined that there was a positive and moderate relationship between the students’ attitudes and beliefs towards the social studies course, and it was noted that students’ attitudes and beliefs towards social studies course were significantly high.

Evaluation of the Relationship between School Age Children's Refractive Errors and Outdoor Activity

Abstract Background Uncorrected refractive errors, one of the most common health problems of the pediatric age group. It is known that outdoor activities are effective in the prevention of refractive errors in childhood. The aim of the study was to evaluate the frequency of refractive errors in primary school children and their relationship with outdoor activity. Methods This croos-sectional study conducted with 4th grade primary school students in Eskisehir in 2023. Schools in the city center were divided into clusters according to their socio-economic status. Then, 1009 students from seven schools selected according to their randomization weights were included in the study. A questionnaire including sociodemographic characteristics, The Physical Activity Questionnaire for Older Children (PAQ-C) and questions about outdoor activities was administered to the students. They were examined for visual impairments. Outdoor activities were taken on weekdays and weekends and the daily average value was calculated. Results The mean age of the students was 9.8±0.5 years and 52.3% of them were female. Of 16.4% students had refractive errors, 5.85% had strabismus and 1.20% had depth perception deficits. Students with refractive error had lower scores on the PAQ-C scale and lower mean daily outdoor activity duration (p < 0.001 for each). In multivariate analysis, the risk of refractive error was found to be higher 4.61 times in those with good income (OR; 95%CI; 1.975; 10.75), 4.55 times in students who have visual impairment other than refractive error (OR; 95%CI; 3.01; 6.83), and 2.63 times (OR; 95%CI; 1.75; 3.95) in those who did outdoor activities for two hours or less a day. Conclusions Physical activity and outdoor activity duration were shorter in students with refractive errors. The risk of refractive error was found to be higher in those with good income, who have visual impairment other than refractive error, and those who did outdoor activities for two hours or less a day. Key messages • It is important to include regular screening programs on visual impairments and physical activity within school health studies. • In order to prevent the development or progression of refractive errors, children should be encouraged to engage in outdoor activities during the day.

Relationships between Digital Reading Motivation, Turkish Lesson Attitude, Reading Anxiety and Reading Comprehension of Fourth Grade Primary School Students

The aim of this study is to examine the relationship between reading anxiety, digital reading motivation, Turkish lesson attitude and reading comprehension levels of fourth grade primary school students. The design of the research is relational research model. The study group consists of 123 students studying in the fourth grade of primary school. Digital reading motivation scale, reading anxiety scale, Turkish lesson attitude scale and reading comprehension tests were used as data collection tools. SPSS 26 program was used in the analysis of the data. According to the results of the research; there is a significant negative relationship between reading anxiety and reading comprehension and a significant positive relationship between Turkish lesson attitude and digital reading motivation. There is no significant relationship between Turkish lesson attitude and reading comprehension and between digital reading motivation and reading comprehension. Relational analyses can be expanded by studying the psychological factors that affect students’ reading with different study groups. Thus, arrangements can be made to improve students’ reading regardless of grade level.

A Test Development Study on Spatial Visualization for Second-Grade Primary School Students

This study aims to develop a new spatial visualization test (SVT) for second grade primary school students. The study employed the survey design, and the test was developed in accordance with the test development steps. According to the findings obtained as a result of the pilot study, the items were generally high difficulty levels, and they were very good items. Exploratory and confirmatory factor analysis findings confirmed the three sub-dimensions (mental integration, mental rotation, and paper folding) measuring spatial visualization skills. SVT, which was reduced to 10 items, was administered to 396 students; the KR-20 internal consistency coefficient was 0.63, the average difficulty index was 0.35 and the average discrimination index was 0.48. As a result of the study, a valid and reliable test on spatial visualization for second grade primary school students was obtained and it was concluded that students' spatial visualization was at a low level.

Development of Attitude Scale Towards the Use of Technology in Primary School Science Course

The aim of this research is to determine the attitudes of 3rd and 4th grade students towards the use of technology in science lessons during the 3rd and 4th centuries. The study utilised a quantitative research method employing a survey design. An attitude scale comprising 30 items was developed using a 3-point Likert scale, including options such as "yes," "no," and "sometimes," suitable for primary school students. After the preliminary application and expert opinions, the items of the scale were revised, resulting in a reduced scale consisting of 23 items. The 23-item scale was administered to a sample of 269 students randomly selected from 3rd and 4th grade students attending Konya Central Primary Schools. Following the analysis of the collected data, the scale was further reduced to 10 items. The Kaiser-Meyer-Olkin value, which assesses the applicability of the scale to factor analysis for determining construct validity, was found to be 0.95. The scale items exhibited factor loads ranging from 0.72 to 0.90, indicating a unidimensional structure that accounted for 67% of the total variance. To evaluate the reliability of the scale, the internal consistency coefficient (Cronbach's alpha) was computed and yielded a value of =0.944, indicating high reliability. Consequently, a valid and reliable attitude scale was successfully developed to assess the attitudes of 4th grade students in primary schools towards the use of technology in science lessons, contributing to the existing literature in this field.

The Seventh and Eighth Grade Primary School Students’ Physical Fitness and Results on the Gymnastics Polygon

The purpose of the study was to determine the connection between physical fitness and the results on the gymnastics polygon in the seventh and eighth grade elementary school students. Additionally, it was necessary to determine the differences in the observed variables in relation to the grade, separately for each gender. Materials and methods. A total of 128 students from three elementary schools (64 male and 64 female students), 13 and 14 years old, participated in the testing. Five physical fitness tests were used (modified agility "T" test (MAT), Illinois agility run test, 10x5 shuttle run test, standing balance test and 2-minute step in place test), and a specially designed gymnastics polygon was used to assess the level of adoption of technical elements from artistic gymnastics. Results. A statistically significant correlation was recorded between all observed parameters with different levels, from moderate to strong correlations, both in relation to the grade, as well as in relation to the gender of the students. It was also determined that in boys, there are differences in only one test (MAT) in favor of the eighth graders, while in girls, there was a difference in three tests (MAT; 10x5 shuttle test; 2-minute step in place test) in favor of the eighth graders. Conclusions. So it can be concluded that there is a strong mutual connection between physical fitness and sports-specific skills, which are presented in this paper by means of the technical elements of artistic gymnastics.

Cognitive Apprenticeship in Supporting the Development of Writing Skills of First Grade Primary School Students: An Action Research

Dört temel dil becerisinden biri olan yazma becerisi iletişim ve fikir üretme konusunda önemli görülmektedir. Akademik başarı ve günlük yaşamda iyi bir yazma becerisi sergileyebilmenin önemi açısından yazma becerisinin gelişiminin desteklenmesi gerekmektedir. Öğrencilerin en fazla zorlandığı dil becerisi olan yazma, ilkokulda ihmal edilen ve arka planda tutulan bir beceri olarak karşımıza çıkmaktadır. Yazma öğretiminde daha çok biçim özellikleri, yazım ve noktalama üzerinde durulmakta; düşünme süreçleri, fikir üretme ve öğrencilerin kendi yazılarını oluşturmaları ihmal edilmektedir. Özellikle ilkokul birinci sınıf öğrencilerinin yazma becerileri, zihinsel becerileri kullanma, düşünme süreçleri, fikir üretimi ve kendi yazılarını oluşturmaları açısından geri plana atılabilmektedir. Bu doğrultuda araştırmanın amacı, bilişsel çıraklık yöntemiyle ilkokul birinci sınıf öğrencilerinin yazma becerilerinin gelişiminin desteklenmesidir. Araştırma nitel araştırma yöntemlerinden eylem araştırması ile yürütülmüştür. Çalışmanın katılımcıları, Gaziantep ili Şehitkâmil ilçesinde araştırmacı öğretmenin görev yaptığı MEB’e bağlı bir ilkokulda yine araştırmacı öğretmenin kendi sınıfında bulunan 30 ilkokul birinci sınıf öğrencisidir. Kullanılan veri toplama araçları araştırmacı günlüğü, ses kayıtları, fotoğraflar, araştırmacı gözlemi ve öğrenci ürünleridir. Elde edilen veriler üzerinde betimsel analiz yapılmıştır. Bulgular uygulama öncesi, uygulama süreci ve uygulama sonrasına ait olmak üzere üç ana başlık altında sunulmaktadır. Sonuçlara göre uygulama öncesinde öğrenciler kendi metinlerini oluşturamamaktadır. İlkokul birinci sınıfta genellikle dikte ve bakarak yazma etkinliklerine yer verilmektedir. Öğrenciler yazma sürecine katılmamakta ve öğrencilerin fikir üretimi desteklenmemektedir. Bunun sonucunda ise öğrenciler kendi metinlerini oluşturamayarak yazmanın doğasından uzak kalmaktadır. Uygulama sürecinde öğrenciler dokuz hafta boyunca bilişsel çıraklık yöntemi aracılığıyla yazma becerilerini geliştirmiştir. Uygulama süreci sonunda katılımcılar desteksiz bir şekilde kendi metinlerini oluşturabilmektedir. Ayrıca uygulama sonrasında öğrencilerin yazmaya ilgilisi devam etmiştir.

PHYSICAL EXERCISES FOR IMPROVING THE VOLUNTARY MOTOR-TYPE ATTENTION IN 5-9 GRADE PRIMARY SCHOOL STUDENTS

The voluntary motor type attention is considered as one of the important mental functions for a person. Voluntary attention is necessary first of all for successful study and formation of the ability to apply acquired important knowledge and skills in various life situations that are constantly changing. Therefore, the problem of improving voluntary attention in general, and motor type attention in particular, continues to be a subject of constant study. The purpose of the study is to justify special sets of physical exercises designed to improve voluntary motor type attention among 5-9 grade primary school students. For justification of the physical exercises complexes, a study was conducted using the methods of analysis and synthesis of scientific information, pedagogical observation and experiment. During the research, nine special physical exercises were selected, divided into three groups: the first group - individual exercises; the second group - exercises performed in pairs; the third group - group exercises. The students of the experimental group performed sets of special exercises three times a week at the beginning of the main part of the physical training lesson. Individual training included consecutive repetition of special sets of 10 minutes duration exercises. A total of 12 such classes were held. The students of the comparison group studied according to the usual program and did not perform special exercises to improve voluntary attention of the motor type. At the beginning and at the end of the experiment, a comparative analysis of the indicators of the errors number made when performing control exercises for the attention of male and female students was carried out. During the research, the positive influence of experimental complexes of physical exercises on the improvement of the voluntary motor type attention among 5-9 grade primary school students was found. The research results showed the effectiveness of the training program using special sets of physical exercises to improve the voluntary motor type attention for primary school students of this age category. It is considered appropriate to continue conformation the effectiveness of the use of special physical exercises designed to improve the motor type voluntary attention for other age categories of primary school students.

Using Somatic, Auditory, Visualization, Intellectually (SAVI) Learning Model On Primary School To Enhance Science Learning Outcomes

This research purposes to determine the influence of the Somatic Auditory Visualization Intellectually (SAVI) Learning Model on Science Learning Outcomes of 5th Grade Students on the Human Body Concept and to find out the results of students' Science learning on the Human Body Skeleton Material. The research design used was an experiment by means of a non-equivalent control group design and focusses in this examination were fifth grade primary school students. The investigation sample involved of two classes, to be exact the experimental class and the control group. In the experimental group there were 30 students, and in the control class there were 32 students. In obtaining the numbers, the researcher used the science learning achievement test method in the form of multiple-choice questions and documentation. The findings of the experiment indication that the SAVI learning model has an influence on the learning outcomes of natural science on the subject of the human body framework. The outcomes of analysis the assumption with the Mann Whitney test achieved from a posttest value of 0.000 <0.05 funds that H0 is rejected and Ha is accepted. The average of the experimental class that used the SAVI learning model was 79.7 better than the control class that was treated with Direct Instruction learning with an average of 62.4. The presentation of the SAVI learning model is expected to reassure students to be enthusiastically involved in solving problems and to consider analytically and critically.