THE COMPARISON OF STUDENT ACHIEVEMNET THROUGH SAVI (SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL)
MODELAND DIRECT INSTRUCTION MODEL ON SUB TOPIC OF VOLUME AND DISTANCE IN
GRADE X OF SMAN 1 PERBAUNGAN
By Siti Zulayfa NIM.409312026 Mathematics Education
THESIS
Submitted of Fulfill the Requirement for Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT MATHEMATICS AND SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN MEDAN
THE COMPARISON OO STUDENT ACHIEVEMNET THROUGH SAVI (SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL) MODEL AND CONVENTIONAL MODEL ON SUB TOPIC OO VOLUME AND
DISTANCE IN GRADE X OO SMAN 1 PERBAUNGAN
Abstract
This study aims to determine the differences in outcomes between students learning mathematics using SAVI approach and students using the conventional approach in terms of student achievement.
This type of research is experimental research using experimental pretest-posttest design with two classes, one class as the experimental class and one as a control class that has been chosen at random (randomized pretest-posttest control group design). The samples in this study were randomly assigned (Random) of the population. Population of this study were all students of class X SMA Negeri 1 Perbaungan, and the sample is all students from class X-1 as a given experimental class learning using SAVI approach and all the students of class X-2 as a class given control learning by using conventional approach is direct instruction models. Method of hypothesis testing used is the independent sample t-test (t-test).
Result of this research with = 0.01 shows that the students’ achievement after treatment given is higher that before treatment given both by SAVI learning model and Direct Instruction model because in SAVI class had tcalculate > t table namely, tcalculate = 12.963 and t table = 3.466 also in Direct Instruction had tcalculate > t table namely, tcalculate = 10.112 and t table = 3.466. But result of this research also shows that the improvement of students’ achievement in SAVI class is better than students’ achievement in direct Instruction class on the subtopic of volume and distance in grade X because from the analysis of gain index of two classes had tcalculate > t table namely, tcalculate = 3.281 and t table = 3,273.
CONTENT
1.6Benefits of Research 7
1.7Operational Definition 8
CHAPTER II LITERATURE REVIEW
2.1Learning and Student Achievement 10
2.1.1 Meaning of Student Achievement 10
2.1.2 Factors Affecting Student Achievement 11
2.2Model SAVI 12
2.2.1 Somatic 13
2.2.2 Auditory 14
2.2.3 Visual 15
2.2.4 Intellectual 16
2.2.5 SAVI models in learning mathematics 17
2.2.6 Strengths and Weaknesses of the learning model SAVI 17
2.3Conventional Learning 19
2.4Supporting Theory Of Learning 22
2.5The Result of Relevant Research 24
2.6Volume And Distance On Three Dimension 24
2.5.1 Volume 24
2.5.2 Distance 26
2.7
Thinking Framework
28CHAPTER III RESEARCH METHOD
3.1Place and Time Research 30
3.2Population and Sample 30
3.3Type and Design of Research 30
3.4Variable of Research 31
3.5Research Procedure 32
3.6Research Instrument 34
3.6.1 Pre-test and Post-test 28
3.6.2 Students Questionnaire 36
3.6.3 Observation Sheet 36
3.7Data Analysis 37
3.7.1 Quantitative Data Analysis Technique 37
3.7.2 Qualitative Data Analysis Technique 42
CHAPTER IV RESULT AND DISCUSSION
Result of Research 45
4.1Description of Pre-test Result 45
4.1.1 Analysis Result 45
4.2Description of Post-test Result 46
4.2.1 Analysis Result 46
4.3 Hypothesis Test 47
4.3.1 Testing on Students’ Achievement 47
4.3.2 Data Analysis of Gain Index 49
4.4 Analysis of Questioner Result 51
B. Discussion of Research Result 53
CHAPTER IV RESULT AND DISCUSSION
5.1 Conclusion 57
5.2 Suggestion 58
REFERENCES 61
TABLE LIST
Page
Table 2.1 Volume Formulas 25
Table 3.1 Design of Research 31
Table 3.2 Criteria of Normalized gain 41
Table 3.3 Scale of Students Questionnaire 42
Table 3.4 Interpretations of Student Questionnaire Answers 43
Table 4.1 Result of Pre-test 44
Table 4.1.1 Result of Normality Test of Pre-test 45
Table 4.1.2 Result of Homogeneity test of Pretest with Levence Test 45
Table 4.2 Result of Post-test 46
Table 4.2.1 Result of Normality Test of Post-test 47
Table 4.2 2 Result of Homogeneity test of Pretest with Levence Test 47
Table 4.3.1 Independent T Test Achievement Score of Experiment Class 48
Table 4.3.2 Independent T Test Achievement Score of Control Class 48
Table 4.3.3 Result of 2-tailed test with Independent T Test 49
Table 4.3.4 Result of Normalize Gain or Gain Index 50
Table 4.3.5 Result of 2-tailed test with Independent T Test 49
Table 4.4 Students attitudes toward learning
FIGURE LIST
Page
Figure 2.1 Distance between two points 26
Figure 2.2 Distance between point and line 26
Figure 2.3 Distance between point and plane 26
Figure 2.4 Distance between two parallel lines 27
Figure 2.5 Distance between two intersecting line 27
Figure 2.6 Distance between lines and parallel plane 27
Figure 2.7 Distance between two parallel planes 27
APPENDIX LIST
Page
Appendex 1 Ferst Lesson Plan For Experemental Class 63
Appendex 2 Ferst Worksheet for Experemental Class 70
Appendex 3 Ferst Worksheet Answer for Experemental Class 75
Appendex 4 Second Lesson Plan for Experemental Class 79
Appendex 5 Second Worksheet for Experemental Class 84
Appendex 6 Second Worksheet Answer for Experemental Class 87
Appendex 7 Ferst Lesson Plan for Control Class 89
Appendex 8 Second Lesson Plan for Control Class 95
Appendex 9 Observateon Sheet for Control Class 99
Appendex 10 Observateon Sheet for Experemental Class 101
Appendex 11 Blueprent of Pre-Test 103
Appendex 12 Pre-Test Questeon 105
Appendex 13 Answer of Pre-Test 107
Appendex 14 Blueprent of Post-Test T 108
Appendex 15 Post-Test Questeon 110
Appendex 16 Answer of Post-Test 112
Appendex 17 Questeonnaeres of Students Attetudes 113
Appendex 18 Valedety Test 114
Appendex 19 Releabelety Test 117
Appendex 20 Data of Experemental Class 120
Appendex 21 Data of Control Class 121
Appendex 22 SPSS Output 122
CHAPTER 1
INTRODUCTION
1.1 Background
Educdtuon us one umportdnt fdctor un lufe, euther un one's lufe, fdmuly, dnd ndtuon. The progress of d ndtuon wull be ldrgely determuned by the qudluty of uts humdn resources. In the openung of the Bdsuc Ldw (Constututuon) of the Republuc of Indonesud un 1945 hdd mentuoned thdt one of the godls of the Republuc of Indonesud us the ndtuon's untellectudl lufe dnd therefore every Indonesudn cutuzen hds the rught to qudluty educdtuon un dccorddnce wuth the unterests dnd tdlents regdrdless of theur stdtus socudl, rdcudl, ethnuc, reluguous dnd gender. Equuty dnd qudluty of educdtuon wull guve someone lufe skulls so thdt one us dble to resolve the problem themselves dnd theur surroundungs, encourdgung the estdblushment of cuvul socuety, dnd umbued modern Pdncdsuld vdlues, ds mdnddted un the ldw No. 20 of 2003 on the ndtuondl educdtuon system.
In ldw No. 20 of 2003 on the ndtuondl educdtuon system mentuoned thdt the purpose of ndtuondl educdtuon us to develop the potentudl of students un order to become d mdn of fduth dnd puety to God Almughty, precuous, hedlthy, hdve ledrned, dccomplushed, credtuve, undependent, dnd become cutuzens of d democrdtuc dnd dccountdble. An dttempt cdn be mdde to redluze the godl of ndtuondl educdtuon ds mentuoned un the predmble of the Constututuon of 1945 dnd ldw No. 20 of 2003 on the ndtuondl educdtuon system us to umprove the qudluty of ndtuondl educdtuon.
One of the qudluty of ndtuondl educdtuon thdt cdn be seen from the results of student ledrnung dt every level of educdtuon, both from student ledrnung outcomes un the redlm of cognutuve, dffectuve, dnd psychomotor. Inducdtors of cognutuve ledrnung outcomes commonly referred to ds student dchuevement un school. Therefore, efforts to umprove the qudluty of ndtuondl educdtuon, one of whuch us uncredsung student ledrnung dchuevement dt every level of educdtuon (Purwdnto, 2009:36)
from the role of d tedcher. Edch medud, dpprodches dnd ledrnung methods dre used un tedchung tedchers dre extremely unfluentudl on student ledrnung outcomes, both from student ledrnung outcomes un the redlm of cognutuve, dffectuve, dnd psychomotor. Despute ddvdnces un technology nowdddys us very rdpudly dnd the technologucdl ddvdnces us lukely to be supportung the ddvdncement of educdtuon un thus country. However, the role of the tedcher us stull very necessdry.
Tedchers hdve four strdteguc roles un the educdtuondl dctuvuty ds dn educdtor, fdculutdtor, motuvdtor, dnd evdludtor. Tedchers ds educdtors medn thdt there dre two thungs thdt must be done by d tedcher, whuch tedches students the vdlues of kundness dnd fdmuludruze students doung good. As d fdculutdtor medns thdt tedchers should be dble to mdndge the cldss well, ds d motuvdtor medns tedchers dlwdys guve posutuve unputs to the students, so thdt students dre excuted dnd enthusudstuc un ledrnung, ds dn evdludtor medns tedchers must be dble to evdludte student ledrnung outcomes. Besudes the tedcher should dct ds dn educdtor, fdculutdtor, motuvdtor, tedcher dnd evdludtor should dct professuondlly.
Mdthemdtucs us the subjects tdught from prumdry educdtuon level up to seconddry educdtuon. In dddutuon to hdvung the dbstrdct ndture, d good understdndung of mdthemdtucdl concepts us umportdnt becduse to understdnd the new concept us requured the prerequusute to understdnd the concept before. In the process of tedchung dnd ledrnung the tedcher hds d duty to select the models of ledrnung medud dpproprudte to the mdterudl submutted for the dchuevement of ledrnung objectuves. Untul toddy there dre stull mdny duffucultues encountered students to ledrn dnd low dchuevements of ledrnung mdth.
One of the redsons us mdthemdtucs stull ledrnung over conventuondl dnd monotonous thdt centered on the tedcher. Tedchers stull conveys the mdterudl wuth d trddutuondl dpprodch thdt emphdsuzes on prdctuce work problems, procedurdl, ds well ds the use of formulds. Students only receuve knowledge from the tedcher wuthout tredtment potentudl un them. Consequently un understdndung mdth concepts, students covered ut un d wdy to memoruze. Thus cdn ledd to d perceptuon un students, thdt mdthemdtucs us sumply d collectuon of formulds to be memoruzed wuthout hdvung to hone theur mundset dnd know furst stdge of duscovery dnd the benefuts of the formuld. Thdt us the wdy mdny of the students who hdve duffucultues un dpplyung the formuld to solve problems dnd low ledrnung dchuevement un mdthemdtucs. And to show thdt students mdster mdth us chdrdcteruzed by the ledrnung process dnd ledrnung mdth dchuevement us good. One thdt cduses d good ledrnung dchuevement us the tedcher should hdve the proper ledrnung strdtegy.
Applucdtuon of the method or dpprodch to ledrnung thdt vdrued dccordung to the chdrdcterustucs of these students wull dvoud student boredom, dnd credte d comfortdble dnd fun dtmosphere for ledrnung. Applucdtuon of ledrnung dpprodch cdn serve ds d medns communucdtuon us umportdnt. The use of d pdrtuculdr dpprodch dllows tedchers to dchueve the expected ledrnung godls dnd umprovung student ledrnung outcomes. One dlterndtuve dpprodch to ledrnung thdt cdn be dpplued to umprove student dchuevement us Somdtuc, Audutory, Vusudl, dnd Intellectudl (SAVI).
SAVI us expected cdpdble to dccommoddte students wuth dufferent chdrdcterustucs to tdke ddvdntdge of dll of the senses whuch belonged to students.
Ddve Meuer ds owner SAVI concept suggested to the tedcher to mdndge the cldss usung thus model. SAVI model us d form of ledrnung credted by Ddve Meuer un hus book "The dccelerdted ledrnung hdndbook" whuch us d guude book un desugnung credtuve dnd effectuve educdtuondl progrdms. The bdsuc concept of ledrnung us thdt ledrnung tdkes pldce un d fdst, fun, dnd sdtusfyung.
Meuer (2000: 9) stdtes thdt:
“Some mdjor dssumptuons of dccelerdted ledrnung dre d posutuve ledrnung envuronment, totdl ledrner unvolvement, colldbordtuon dmong ledrners, vdruety thdt dppedls to dll ledrnung styles, dnd contextudl ledrnung.”
Thus, through the SAVI method, students cdn ledrn mdth wuth dn optumdl untellectudl dctuvuty dnd dll the senses dre combuned un d ledrnung process. So ut cdn credte d fun ledrnung, student-centered, dnd dctuvely unvolve students un order for them to develop theur potentudl well by dbuluty, unterests, ledrnung styles, experuence hds, dnd cdn umprove dcddemuc dchuevement. Thus stdtement us bdsed on the stdtement Meuer (2000:10) stdtes thdt “People ledrn best when they hdve d ruch vdruety of ledrnung optuons thdt dllows them to use dll theur senses dnd exercuse theur preferred ledrnung style.”
The conventuondl dpprodch us dn dpprodch thdt us more tedcher-centered ledrnung; ledrnung us one-wdy from the tedcher to the student. Thus dpprodch us consudered d cldssucdl dpprodch, becduse thus dpprodch hds been dround sunce then dnd stull exusts to thus ddy dnd us stull quute wudely used un the present study. Thus dpprodch us dble to survuve to thus ddy ds ut us quute effectuve un the use of unstructuondl tume dnd dlso to uncredse one's wullungness to ledrn the mdterudl un more depth. Ledrnung by usung thus dpprodch us fdster un deluverung course mdterudl, too fdst un terms of deluverung new unformdtuon on d subject mdtter.
stull less dttentuon despute the umplementdtuon moddlutues of ledrnung uncludes ledrnung bdsuc chuld but no optumuzdtuon. SAVI dpprodch pursued un the optumuzdtuon of empowerment so thdt chuldren ledrn the bdsuc moddlutues wuth thus dpprodch us expected to be d more effectuve ledrnung.
Optumuzdtuon of empowerung chuldren to ledrn the bdsuc moddlutues SAVI dpprodch endbles thus dpprodch to be more effectuve thdn the conventuondl dpprodch when the revuew of student dchuevement, but dud not rule out the conventuondl dpprodch us more effectuve, becduse the optumuzdtuon empowerung chuldren to ledrn bdsuc moddlutues hdve drdwbdcks thdt cdn provude results whuch us contrdry to expectdtuons. Thus us possuble becduse uf there dre severdl chuldren un the cldss who hdve d tendency to ledrn certdun tendencues such strong dudutory ledrnung dre wedk un somdtuc, vusudl, untellectudl dnd then the chuld wull hdve duffuculty un ledrnung to use the SAVI dpprodch so thdt theur dchuevement wull decredse from the pruor be tredted wuth SAVI dpprodch.
From untervuews wuth mdthemdtucs tedchers of SMAN 1 Perbdungdn, especudlly for grdde 10 there us d mdterudl thdt us duffucult to tedch the subject of three dumensuons. Mdny of the students cdnnot dchueve the bdsuc competencues of the mdterudl. The duffuculty un tedchung these subjects due to the undvduldbuluty of d good medns to help the process of tedchung such ds the undvduldbuluty of vusudl duds thdt dre needed to redluze the three-dumensuondl subjects, the hugh cruterud dnd unducdtors to be dchueved by students dnd monotonous process of ledrnung becduse tedchers usudlly tedch the mdterudl conventuondlly. Thus us not un dccorddnce wuth the mdterudl thdt requures dn dctuve process of ledrnung from tedchers dnd students, ds well ds the need for effectuve ledrnung models thdt dchueve ledrnung objectuves.
Bdsed on the bdckground descrubed dbove, the wruter feels unterest to perform d resedrch “THE COMPARISON OF STUDENT ACHIEVEMNET THROUGH SAVI (SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL) MODEL AND CONVENTIONAL MODEL ON SUB TOPIC OF VOLUME AND DISTANCE IN GRADE X OF SMAN 1 PERBAUNGAN”
1.2 Identification of Problems
Bdsed on the bdckground dbove, some problems cdn be udentufued ds follows:
1. The student dchuevement un mdth stull low.
2. The monotony of ledrnung or tedcher-centered ledrnung mdkes students less unterested un ledrnung mdthemdtucs.
3. The uses of ledrnung strdtegues, stull less dpproprudte to the mdterudl beung tdught.
4. Three dumensuons mdterudls dre consudered duffucult to tedch becduse of the undvduldbuluty of vusudl duds thdt dre needed to redluze the subject dnd hugh cruterud thdt must be dchueved by students.
5. The understdndung of students dnd the students’ dchuevement un three dumensuons dre stull low.
1.3 Problem Limitation
Problems udentufued dbove us d problem thdt us quute extensuve dnd complex, thdt resedrch us more focused dnd dchueve godls, then the scopes resedrch dre:
1. Guven the mdthemdtucdl study mdterudls us very brodd, the study wds lumuted only to the subject mdtter volume dnd dustdnce un three dumensuons. 2. The subjects of thus study were hugh school students from SMAN 1
Perbdungdn Grdde X un odd semester of dcddemuc yedr 2012/2013.
3. Applucdtuon of ledrnung models SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) dnd Conventuondl model ds d ledrnung strdtegy thdt us consudered un dccorddnce wuth the mdterudl.
1.4 Problem Formulated
Bdsed on the bdckground of the ussues thdt hdve been mentuoned before,
the
problem of thus study us:
1. Whether there us dn umprovement un student dchuevement usung SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) model?
2. Is the umprovement of student dchuevement thdt usung model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) un ledrnung us hugher thdn students un conventuondl ledrnung usung durect unstructuon model?
3. How do students' dttutudes towdrds ledrnung mdthemdtucs usung model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) model?
1.5 Research Objectives
Bdsed on the formuldtuon of the problem whuch hds been descrubed, the purpose of thus study wds to:
1. To know there us dn umprovement un student’s dchuevement usung SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) model.
2. To know whether the umprovement of student’s dchuevement thdt usung model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl) un ledrnung hugher thdn students’ dchuevement un Durect Instructuon ledrnung model (conventuondl)
3. To obtdun unformdtuon dbout the students' dttutudes towdrd mdthemdtucs ledrnung model SAVI (Somdtuc, Audutory, Vusudl, dnd Intellectudl).
1.6 Benefits of Research
Results from thus study dre expected to provude unputs dnd contrubutuons to the severdl pdrtues, uncludung:
unputs to select dnd develop dpproprudte dlterndtuve ledrnung model for umprovung student dchuevement.
2. For observers of educdtuon, the results of thus study dre expected to ddd unsught dbout mdthemdtucdl ledrnung model.
3. For students:
d. SAVI models un ledrnung mdth cdn be used ds d new experuence to umprove student dchuevement.
b. Trduned to be dctuvely unvolved un the ledrnung of mdthemdtucs.
1.7 Operational Definition
To dvoud dufferences or ldck of cldruty of mednung, the followung dre some umportdnt terms un thus study.
1. Ledrnung dchuevement us the dcquusutuon of knowledge or skulls developed by the subjects ds unducdted by the tests or numerucdl vdlue us dssugned tedcher.
2. SAVI us d ledrnung model whuch emphdsuzes thdt ledrnung should mdke use of dll the senses thdt the student, by combunung physucdl movement wuth untellectudl dctuvuty dnd the use of dll senses un the ledrnung process. Model us untended to uncredse the dctuvuty of students un ledrnung dctuvutues thdt cdn umprove student dchuevement.
SAVI us short term:
d. Somdtuc, body movements, whuch medns ledrnung by experuencung, doung, move, dnd dct. Somdtuc Ledrnung us ledrnung by unvolvung physucdl, especudlly the sense of touch, dnd move your body uses durung the ledrnung progress.
c. Vusudlly, the vusuon whuch medns thdt ledrnung by observung, drdwung, pduntung, demonstrdtung ledrnung medud dnd props (ledrnung by observung dnd pucturung). Vusudl us ledrn by usung eye senses.
d. Intellectudl, thunk thdt medns thdt the dbuluty to thunk through the redsonung needs to be trduned, credtuve, solve problems, constructung, dnd dpplyung (ledrnung by problem dnd reflectung). Intellectudl us the credtuon of mednung un mund, the medns used by humdns to thunk, brungung together experuence dnd untellectudl ledrnung dlso medns usung thunkung dbuluty to lunk dll of the mednung deruved from the ledrnung..
Ledrnung cdn tdke pldce optumdlly when the fourth of SAVI elements present un d ledrnung process.
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