By:
Mizanina Adlini SID. 409342022 Biology Bilingual Education
THESIS
Submitted to fulfill the requirement for degree Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN
THE EFFECT OF SAVI APPROACH ON STUDENTS ACTIVITY, LEARNING OUTCOME AND RETENTION IN HUMAN
REGULATORY SYSTEM TOPIC FOR GRADE XI IPA SMAN 1 TEBING TINGGI
ACADEMIC YEAR 2012/2013
MIZANINA ADLINI (409342022)
ABSTRACT
The objectives of this study are to find out: (1) the effect of SAVI approach on students’ activity, (2) the effect of SAVI approach on students’ learning outcome, and (3) the effect of SAVI approach on students’ retention in human regulatory system topic. A quasi experimental research with post test only control group design was used in this study. The population of this study was all of grade XI IPA students of SMA Negeri 1 Tebing Tinggi. There were 2 classes chosen as the sample by applying cluster random sampling technique. Experimental class was taught by SAVI approach while control class was taught by traditional approach. The instruments used to obtain the data were observation sheet as non-test instrument and cognitive test in form of multiple choices as test instrument. The observation results showed that students’ activity in both research classes is significantly different. The students in experiment class were more active than students in control class by the average percentage of 62.03% and 14.85% respectively. It means that SAVI approach gave an effect to students’ activity. The test instrument data were analyzed by using t-test. The result of hypothesis test for the post test showed that tcount = 2.811 > ttable = 1.668 at the level significance of 0.05, means that Ha was accepted and H0 was rejected. It can be concluded that there is an effect of SAVI approach on students’ learning outcome. Learning outcome of students that taught with SAVI approach showed better results than students that taught with traditional approach. For post test II (retention), the result obtained tcount = 40.04 > ttable = 1.668 at the level significance of 0.05, means that there is an effect of SAVI approach on students’ retention. Students in experimental class can remember the material longer than students in control class. On the whole, SAVI approach gave good effect to students’ activity, learning outcome and retention in human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic year 2012/2013.
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TABLE OF CONTENT
Pages
Approval Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Table of Content v
List of Figures vii
Listof Tables viii
List of Appendices ix
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 4
1.3 Problem Scope 4
1.4 Research Questions 5
1.5 Research Objectives 5
1.6 Significances of Research 5
CHAPTER II LITERATURE REVIEW 7
2.1 Learning Understanding 7
2.1.1 The Essential of Learning 7
2.1.2 Learning Style 7
2.1.3 Learning Activity 9
2.1.4 Learning Outcome 10
2.1.5 Retention 11
2.2 SAVI Approach 12
2.2.1 The Definition of SAVI Approach 12
2.2.2 The Elements of SAVI Approach 12
2.2.3 The Principles of SAVI Approach 14
2.2.4 The Syntax of SAVI Approach 15
2.2.5 The Advantages and Disadvantages of SAVI Approach 16
2.3 Human Regulatory System 17
2.4 Research Hypothesis 32
CHAPTER III RESEARCH METHODOLOGY 34
3.1 Location and Time 34
3.2 Population and Sample 34
3.3 Research Variables 34
3.4 Research Design 34
3.5 Research Instrument 35
3.6 Research Procedure 37
3.7 Data Analysis 40
3.7.1 Students’ Activity Data 40
3.7.2 Students’ Cognitive Data 40
CHAPTER IV RESULT AND DISCUSSION 42
4.1 Result 42
4.1.1 Description of Research Data 42
4.1.1.1 Students’ Activity 42
4.1.1.2 Students’ Learning Outcome 43
4.1.1.1 Students’ Retention 44
4.1.2 Analysis of Research Data 44
4.2 Discussion 46
CHAPTER V CONCLUSION AND RECOMMENDATION 49
5.1 Conclusion 49
5.2 Recommendation 49
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LIST OF FIGURES
Pages
Figure 2.1 Cone of experience diagram 8
Figure 2.2 Neuron structure 18
Figure 2.3 Propagation of the action potential along an axon 19
Figure 2.4 Synapse structure 20
Figure 2.5 Reflex arc pathway 21
Figure 2.6 Parts of the eye 27
Figure 2.7 The structure of ear 28
Figure 2.8 Tongue maps 30
Figure 2.9 An illustration of how people sense flavors 30
Figure 2.10 Receptors in human skin 32
Figure 3.1 Flowchart of research procedure 39
Figure 4.1 The effect of SAVI approach on students’ learning outcome
in classroom 43
Figure 4.2 The effect of SAVI approach on students’ retention
LIST OF TABLES
Pages Table 2.1 Revised Bloom’s taxonomy – cognitive domain 11
Table 3.1 Test research design 35
Table 3.2 Distribution of the instrument test cognitive levels 36
Table 3.3 Teaching and learning activities 38
ix
LIST OF APPENDICES
Pages
Appendix 1 Syllabus 54
Appendix 2 Lesson plan of experimental class 56
Appendix 3 Lesson plan of control class 68
Appendix 4 Test Instrument 75
Appendix 5 Non-Test Instrument 81
Appendix 6 Calculation of test instrument 83
Appendix 7 Validity and reliability of test instrument 90
Appendix 8 Table of ítem discriminant 91
Appendix 9 Result of research data 92
Appendix 10 Calculation of normality test 103
Appendix 11 Calculation of homogeneity test 105
Appendix 12 Hypothesis testing 107
Appendix 13 Product moment table 109
Appendix 14 Liliefors table 110
Appendix 15 F-distribution table 111
Appendix 16 Table of t distribution value 114
LIST OF TABLES
Pages Table 2.1 Revised Bloom’s taxonomy – cognitive domain 11
Table 3.1 Test research design 35
Table 3.2 Distribution of the instrument test cognitive levels 36
Table 3.3 Teaching and learning activities 38
vii
LIST OF FIGURES
Pages
Figure 2.1 Cone of experience diagram 8
Figure 2.2 Neuron structure 18
Figure 2.3 Propagation of the action potential along an axon 19
Figure 2.4 Synapse structure 20
Figure 2.5 Reflex arc pathway 21
Figure 2.6 Parts of the eye 27
Figure 2.7 The structure of ear 28
Figure 2.8 Tongue maps 30
Figure 2.9 An illustration of how people sense flavors 30
Figure 2.10 Receptors in human skin 32
Figure 3.1 Flowchart of research procedure 39
Figure 4.1 The effect of SAVI approach on students’ learning outcome
in classroom 43
Figure 4.2 The effect of SAVI approach on students’ retention
LIST OF APPENDICES
Pages
Appendix 1 Syllabus 54
Appendix 2 Lesson plan of experimental class 56
Appendix 3 Lesson plan of control class 68
Appendix 4 Test Instrument 75
Appendix 5 Non-Test Instrument 81
Appendix 6 Calculation of test instrument 83
Appendix 7 Validity and reliability of test instrument 90
Appendix 8 Table of ítem discriminant 91
Appendix 9 Result of research data 92
Appendix 10 Calculation of normality test 103
Appendix 11 Calculation of homogeneity test 105
Appendix 12 Hypothesis testing 107
Appendix 13 Product moment table 109
Appendix 14 Liliefors table 110
Appendix 15 F-distribution table 111
Appendix 16 Table of t distribution value 114
1
CHAPTER I INTRODUCTION
1.1 Background
There are two factors that affect learning; internal factors which come
from within the student and external factors which come from outside him/herself
(Slameto, 2003). One of the internal factors affecting student learning is memory
or retention. Retention is the ability to remember material at some later time
in much the same way it was presented during instruction (Mayer, 2002).
Retention are relative, where each student has a memory capacity varies, which
can affect the learning outcomes differently.
Learning approach and learning strategies including factors that also
determine the success rate of the learning process. Learning strategies refers to the
behaviors and thought processes used by students that influence what is learned,
including memory and metacognitive processes (Arends, 1998). It is said to be
successful if the result reach the learning objectives of the material.
According to DePorter (2006), there are three basic types of learning style,
they are visual, auditory, and kinesthetic. Visual learning means that learn through
what they see, auditory learning by listening and kinesthetic learning by motion,
work and touching. Learning styles research has indicated that different people
learn in different ways (Meier, 2000). Moreover, based on Dale’s Cone
Experience (Dale, 1969), people generally remember 10% of what they read, 20%
of what they hear, 30% of what they see, 50% of what they see and hear, 70% of
what they say and write, 90% of what they do as they perform a task. Students
with well-trained senses will accelerate comprehension and enable long-term
memory.
Biology is part of science that studies living things and their environment.
In fact, learning biology is not in accordance with the characteristics of biology as
a science. Most teachers advanced aspects of the product rather than the process
and attitude. It makes the students were oriented to the achievement of cognitive
presentations, observation, and experiment. This creates a situation where the
learning activity is teacher-centered while the students act as passive learners.
Based on Hannah and Syaichudin (2011), there are the imbalance between
the roles of teachers and students during the learning process in MTs. Nurul
Amanah Madura. Teachers focus more in lecturing in delivering teaching
materials while students are listening and taking notes. The biology learning in
SMA Negeri 1 Gombong also shows the teacher-centered in the process. There is
no variation of learning strategy so that students become bored and less excited.
Discussion group is an effective way to improve the active learning, as in group
students are required to actively solve the given problem and exchange ideas
(Asani, 2012). Furthermore, Sabatini (2012) revealed that most of teachers use
traditional method where the teacher acts as the only source of information in
SMA Negeri 1 Tebing Tinggi. This method tends to create a monotonous
atmosphere and boring circumstance in the classroom. The observation has shown
that some students cannot focus and pay attention to the teacher. When teacher
asks some review questions, most of students did not give any response. This may
relate to the condition that biology contains lots of explanations and
memorizations, so that the students may not remember the preview material. It
can be seen through their achievement, some students have difficulties to reach
the minimum requirements to pass in the biology exams. It was to use that the
cognitive learning outcome for grade XI students in this school was still low, 62
in mean score. Meanwhile, the minimum completeness criterion is 75 in mean.
This problem is not only a regional problem, but also a global problem.
Lujan and Stephen (2005) in Michigan show that students’ attention in class
wanes dramatically after 10–15 min. These studies suggest that students do not
learn by simply sitting in a classroom, listening to the teacher, and memorizing
assignments. Students must talk about what they are learning, write about it, relate
it to past experiences, and apply it to their daily lives. Students who are actively
involved in learning retain information longer than when they are passive
recipients of instructions. In Japan, the result of the study of Ohshika (2005)
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performing experiment and observation in school. Moreover, the study of biology
in school is excessively dependent on rote memorization (Umeno, 2005).
A lot of things that are abstract learned in biology, one of which is human
regulatory system topic. Abstract material is often difficult for students to
understand, so it needs an appropriate learning strategy for students easily
understand the material and can remember in a long time. According to the
research of Supini (2010) in SMAN 1 Lubuk Pakam, student learning outcomes in
the human regulatory system material has not been satisfactory over the past three
years, with mean value of 63 (year 2007/2008), 65 (year 2008/2009) and 65 (year
2009/2010).
These problems must be overcome in order to achieve the learning
objectives with optimal results. One attempt to overcome this problem is by
implementing appropriate learning approach, which is student-centered and can
accommodate all types of learning style is SAVI approach.
SAVI stands for Somatic, Auditory, Visual, and Intellectual. It is an
approach that combines physical movement with intellectual creativity and use all
the senses in the learning process. Somatic is learning by moving and doing,
auditory is learning by talking and hearing, visual is learning by observing and
picturing, and intellectual is learning by problem solving and reflecting. Meier
(2000) asserts that learning can be optimized if the four elements of SAVI can be
present in a learning process. For example, students will learn a little bit to watch
the presentation (V), but they can learn more if they can do something when a
presentation is in progress (S), to talk or discuss what they learned (A), and think
of ways to apply the information in the presentation to resolve the problems that
exist (I). All four of these learning modes have to be present for optimal learning
to occur. Since these elements are all integrated, the best kind of learning occurs
when they are all used simultaneously.
Learning not automatically improve by having people stand up and move
around but combining physical movement with intellectual activity and the use of
all the senses can have a profound effect on learning (Meier, 2000). By
Laird’s theory suggests that if multi-senses are stimulated, greater learning takes place (Dunn, 2002). It is also can increase students’ retention by creating vivid
and memorable learning experiences. Moreover, Suyatno (2008) says that
combines physical movement with intellectual activity and the use of all senses to
fully engage students in learning so that it will give a positive effect on student
learning outcomes. The late, Dewi (2012) concluded that the application of SAVI
approach has taken good effect toward students’ achievement cognitive,
psychomotor, and affective domain in learning biology of SMA Negeri 1
Boyolali.
1.2 Problem Identification
According to the background above, the identified problems are:
1. The lecturing-method is commonly used in learning process.
2. Activeness of student in learning process is still low.
3. There is no variation of learning strategy so that students become bored
and less excited.
4. Students cannot focus and pay attention to the teacher.
5. Students did not remember the material for a long time.
6. Students have less experienced in performing experiment and observation
in school.
7. Human regulatory system as one of abstract material in biology is often
difficult for students to understand.
1.3 Problem Scope
This research focuses on the using of SAVI (Somatic, Auditory, Visual
and Intellectual) approach in learning process, which is student-centered and can
accommodate all types of learning style of students to obtain an optimal learning.
Aspects measured include students’ activity, learning outcome and
retention of human regulatory system topic in biology that was done for grade XI
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1.4 Research Questions
In accordance with the issues that have been stated, then the problem can
be formulated:
1. Is there any effect of SAVI approach on students’ activity in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
2. Is there any effect of SAVI approach on students’ learning outcome in
human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
3. Is there any effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013?
1.5 Research Objectives
1. To know the effect of SAVI approach on students’ activity in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
2. To know the effect of SAVI approach on students’ learning outcome in
human regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
3. To know the effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi
academic year 2012/2013.
1.6 Significances of Research
Theoretical significance of the research results could be used as study
material and references on similar research on SAVI approach and learning
outcome of biology.
The research practical significance could be helping the teachers about the
appropriate learning strategy for the effective learning process. Teachers can use
enhance teacher’s awareness to develop alternative strategies to teach biology, so
that students can understand the concepts well and may have good retention in
biology. Learning process by using SAVI approach can be a good reference for
teaching practice to improve students’ activity and interest in learning biology
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
Based on the result of research, it can be concluded as follows:
1. There is an effect of SAVI approach on students’ activity in human regulatory
system topic for grade XI IPA SMAN 1 Tebing Tinggi academic year
2012/2013. The students’ activity in experimental and control class is
significantly different, where students in experimental class that taught with
SAVI approach is more active than students in control class that taught with
traditional approach.
2. There is an effect of SAVI approach on students’ learning outcome in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic
year 2012/2013. Learning outcome of students in experimental class that
taught with SAVI approach showed better results than students in control
class that taught with traditional approach.
3. There is an effect of SAVI approach on students’ retention in human
regulatory system topic for grade XI IPA SMAN 1 Tebing Tinggi academic
year 2012/2013. Students in experimental class that taught with SAVI
approach can remember the material longer than students in control class that
taught with traditional approach.
5.2 Recommendation
It can be proposed some recommendations as follows:
1. For students, SAVI approach can improve the activity, learning outcome and
retention of students caused its attractive lesson that able to interest and
stimulate students to being involved in the learning process.
3. For researcher as prospective teacher in the next future, the results of this
study can be used as information source and feedback to increase information
and knowledge about the benefit of implementing SAVI approach in teaching
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