The Effect of SAVI Learning Model on Students' Critical Thinking Skills
Abstract
This research aims to determine the effect of the SAVI learning model on the critical thinking skills of junior high school students. The method used in this research is one group pre-test-post test, with a descriptive quantitative approach. The test is done online via a google form. The question instrument contains 10 multiple choice questions and 5 questions on the description of the digestive system material that has been validated by the validator. This study involved 90 students of grade 8. The results showed that the validation results of critical thinking test questions obtained a mode 4 score and a reliability value of 86%, while the results of the students' critical thinking skills test showed that after the SAVI learning model was applied there was an increase obtained from the average pretest score of 40 and the average score The post-test average was 81 so that the N-gain score increased by 0.68 in the medium category, and all critical thinking indicators were achieved well.
Abstract View: 507 
PDF Download: 445
Similarity Check Download: 38
Metrics
References
Afnia A., Selvia N., & Setyawan, F. (2021). Analysis of critical thinking ability in solving mathematical problems in terms of student learning style. Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM), 4(2), 103-116. https://doi.org/10.26740/jrpipm.v4n2.p103-116
Arends, R. (2012). Learning to teach. Tenth edition. New York: McGraw-. Hill Education.
Azizah, N., Sujana, A. & Isrok’atun. (2016). Penerapan pendekatan somatis auditori visual intelektual pada materi sumber energi bunyi untuk meningkatkan hasil belajar siswa. Jurnal Pena Ilmiah, 1(1), 491-500. https://doi.org/10.23819/pi.v1i1.2978
Baharuddin & Wahyuni, E. N. (2015). Teori belajar dan pembelajaran. Yogyakarta: Ar-ruzz media.
Cahyono, B. (2017). Analisis keterampilan berfikir kritis dalam memecahkan masalah ditinjau perbedaan gender. Aksioma, 8(1), 50. https://doi.org/10.26877/aks.v8i1.1510
Eggen, P. & Kauchak, D. (2012) Strategi dan model pembelajaran. terjemahan satrio wahono. strategie and models for teachers: teaching content and thinking skills. Jakarta Barat: Permata Puri Media
Fitriyani F., Suwatra S., & Kusmariyatni, N. (2015). Pengaruh model savi terhadap kemampuan berpikir kritis peserta didik dalam mata pelajaran ipa kelas V Sd. e-Journal PGSD Universitas Pendidikan Ganesha, 3(1). http://dx.doi.org/10.23887/jjpgsd.v3i1.5682
Francisca F., & Helga D. (2019). Perbandingan model pembelajaran savi dan kooperatif tipe jigsaw dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi banjir. Skripsi. Sumedang: UPI. http://repository.upi.edu/id/eprint/37590
Hanifah, N. (2014). Perbandingan tingkat kesukaran, daya pembeda butir tes dan tes reliabilitas untuk bentuk pilihan ganda biasa dan pilihan ganda asosiasi mata pelajaran ekonomi. Sosio e- KONS, 6(1), 41-55. http://dx.doi.org/10.30998/sosioekons.v6i1.1715
Hariyanto & Basuk. (2015). Asesmen pembelajaran. Bandung: PT Remaja Rosdakarya.
Iskandar, D., Hamdani H., Acep R., & Suhartini, T. (2016). Implemetation of model savi (somatic, audiotory, visualization, intellectual) to increase critical thinking ability in class IV of social science learning on social issues in the local environment. Journal of Education, Teaching and Learning, 1(1), 2477-5924. http://dx.doi.org/10.26737/jetl.v1i1.35
Johnson. E. B. (2012). CTL (Contextual Teaching and Learning). Bandung: Kaifa
Juhaeni, J., Safaruddin, S., & Salsabila, Z. P. (2021). Articulate Storyline Sebagai Media Pembelajaran Interaktif Untuk Peserta Didik Madrasah Ibtidaiyah. AULADUNA: Jurnal Pendidikan Dasar Islam, 8(2), 150–159. https://doi.org/10.24252/AULADUNA.V8I2A3.2021
Karim, A. (2014). Pengaruh gaya belajar dan sikap siswa pada pelajaran matematika terhadap kemampuan berpikir kritis matematika. Jurnal Ilmiah Pendidikan MIPA, 4(3), 188-195. http://dx.doi.org/10.30998/formatif.v4i3.154
Kemendikbud. (2018). Konsep penyusunan soal tes tertulis. Jakarta: Kemendikbud
Meier, D. (2005). The accelerate learning handbook. United States Amerika: The McGraw-Hill Companies.
Nisak, M. K., Wartono W., & Suwono S. (2017). Pengaruh pembelajaran guided inquiry berbasis salingtemas terhadap keterampilan berpikir kritis siswa smp berdasarkan kemampuan akademik. Jurnal Pendidikan Teori, Penelitian, dan Pengembangan, 2(1), 113-120. http://dx.doi.org/10.17977/jp.v2i1.8470
Nuriana N., Abdussamad A., & Syambasril S. (2015). Kualitas butir soal ulangan umum bahasa indonesia semester 1 kelas XI man 2 Pontianak. Jurnal Pendidikan dan Pembelajaran, 4(9), 1-10. https://doi.org/10.26418/jppk.v4i9.11183
Oktanin, W. & Sukirno. (2015). Analisis butir soal ujian akhir mata pelajaran ekonomi akuntansi. Jurnal Pendidikan Akuntansi Indonesia, 13(1), 35-44. https://doi.org/10.21831/jpai.v13i1.5183
Rahmawati, Y., Mardiyana M., & Subanti S.. (2014). Pengembangan perangkat pembelajaran berbasis penemuan terbimbing (guided discovery) dengan pendekatan somatic, auditory, visual, intellectual (savi) pada materi pokok peluang kelas IX smp tahun pelajaran 2013/2014. Jurnal Pembelajaran Matematika, 2(4).
Riduwan. (2013). Skala pengukuran variabel-variabel penelitian. Bandung: Alfabeta.
Rosidah, L., Wanabuliandari, S., & Ardianti, S. D. (2020). Pengaruh model pembelajaran savi berbantuan media kapindo untuk meningkatkan berpikir kritis siswa pada tema 6 kelas IV. Jurnal Pendidikan Dasar Nusantara, 6(1), 50-64. https://doi.org/10.29407/jpdn.v6i1.14412
Roudlo, M. P., & Dwijanto. (2021). Analisis kemampuan berpikir kritis dan kemandirian belajar siswa kelas XI materi turunan selama pembelajaran daring dengan menggunkana google classroom dan whatsapp. Jurnal Kajian Pembelajaran Matematika, 5(2), 2549-8584.
Safaruddin, S., Degeng, I., Setyosari, P., & Murtadho, N. (2020). The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application. Jurnal Pendidikan IPA Indonesia, 9(3), 384-395. doi:https://doi.org/10.15294/jpii.v9i3.24628
Schleicher, A. (2018). PISA 2018 Insights and Interpretations. Paris: OECD Publishing.
Sukmadinata, N. (2015). Metode penelitian pendidikan. Bandung: Remaja Rosdakarya.
Sutrisno, S., Mardiyana, M., & Usodo, B. (2013). Eksperimentasi model pembelajaran kooperatif tipe STAD dan TPS dengan pendekatan SAVI terhadap prestasi dan motivasi belajar ditinjau dari gaya belajar siswa. Jurnal Elektronik Pembelajaran Matematika, 1(7), 661–671.
Tang, T., Vezzani, V., & Eriksson, V. (2020). Developing critical thinking, collective creativity skills and problem solving through playful design jams. Thinking Skills and Creativity, 37. 100696. https://doi.org/10.1016/j.tsc.2020.100696
Tari, E., Hutapea H., & Rinto H. (2020). Peran guru dalam pengembangan era digital. Kharisma: Jurnal Ilmiah Teologi, 1(1), 1-13. https://doi.org/10.54553/kharisma.v1i1.1
Utomo, B. (2018). Analisis validitas isi butir soal sebagai salah satu upaya peningkatan kualitas pembelajaran di madrasah berbasis nilai-nilai islam. Jurnal Pendidikan Matematika, 1(2), 145–159. http://dx.doi.org/10.21043/jpm.v1i2.4883
Yuliati, L. (2013). Efektivitas bahan ajar IPA terpadu terhadap kemampuan berpikir tingkat tinggi siswa SMP. Jurnal Pendidikan Fisika Indonesia, 9(1), 55-57. http://dx.doi.org/10.15294/jpfi.v9i1.2580.
Copyright (c) 2022 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 507 times
PDF downloaded = 445 times
Similarity Check downloaded = 38 times
