The Effect of the SAVI Learning Model on IPAS Learning Outcomes among Fourth-Grade Students
DOI:
https://doi.org/10.59944/postaxial.v4i3.1646Keywords:
SAVI Learning Model, Learning Outcomes, IPAS, Fourth-Grade StudentsAbstract
This study was motivated by the low learning outcomes of fourth-grade students in Science and Social Studies (IPAS) at SD Muhammadiyah 1 Bandar Lampung. Initial data showed average scores of 56.41 in Class IV A, 64.64 in Class IV B, 65.97 in Class IV C, and 66.72 in Class IV D. Learning activities were also dominated by teacher explanations and textbook use, resulting in limited student involvement. This study aimed to determine the effect of the SAVI (Somatic, Auditory, Visualization, Intellectually) learning model on students’ IPAS learning outcomes.
This study employed a quantitative approach with a quasi-experimental method and a Non-Equivalent Control Group Design. The sample consisted of 64 fourth-grade students, with 32 students in Class IV A as the experimental group and 32 students in Class IV B as the control group. The experimental group received the SAVI learning model, while the control group received Problem-Based Learning (PBL). The sampling technique was purposive sampling. Data were collected using 20 validated multiple-choice questions and analyzed using prerequisite tests and an Independent Sample t-Test.
The results showed that the experimental group obtained a higher mean posttest score (80.47) than the control group (74.38). The Independent Sample t-Test produced a significance value of 0.00 < 0.05, indicating a statistically significant difference in IPAS learning outcomes between the two groups. These findings indicate that, under the conditions of the study, the SAVI learning model was associated with higher IPAS learning outcomes than Problem-Based Learning.
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