THE DIFFERENCES OF STUDENTS’ LEARNING ACHIEVEMENT TAUGHT SOMATIC, AUDITORY, VISUAL, AND INTELLECTUAL
(SAVI) LEARNING MODEL AND DIRECT INSTRUCTION (DI) LEARNING MODEL ON SET TOPICS IN VII GRADE AT
SMP NEGERI 1 BINJAI ACADEMIC YEAR 2014/2015
By :
Evridya Rizki NIM 4103312014
Bilingual Mathematics Education
THESIS
Submitted in Fulfillment of The Requirements for The Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATCS AND NATURAL SCIENCES UNIVERSITAS NEGERI MEDAN
ii
BIOGRAPHY
Evridya Rizki was born in Medan the 26th December 1992. Her father named Drs.H.Bambang Mulyadi and her mother Hj.Herlina Farida,S.Pd. She is
the second of three children.
In 1997, she accepted in TKQ Ubuddiyah Medan, and graduates in 1998.
In 1998, she continued her study to SDN 101731 and graduted in 2004. In 2004,
she continued her study to PONPES Raudhatul Hasanah to 2005. She transferred
to SMP Swasta Mardi Lestari Medan and graduate at 2007. In 2007, she
continued her study to SMA Plus Muhammadiyah Medan and graduate in 2010.
In 2010, she accepted in Bilingual Mathematics Education class, Department of
Mathematics, Faculty of Mathematics and Natural Science, Universitas Negeri
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The Differences of Student’s Learning Achievement Taught Somatic, Auditory, Visual, And Intellectual (SAVI) Learning Mo del a nd
Direct Instruction (DI) Learning Model on Set Topics in VII Grade at SMP Negeri 1 Binjai Academic Year 2014/2015
Evridya Rizki (IDN 4103312014)
ABSTRACT
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PREFACE
Praise to the Allah SWT for the blessing, health, and opportunities in
every step I passed so that I could finish this thesis entitled The Differences of Student’s Learning Achievement Taught Somatic, Auditory, Visual, And Intellectual (SAVI) Learning Model and Direct Instruction (DI) Learning Model
on Set Topics in VII Grade at SMP Negeri 1 Binjai Academic Year 2014/2015 in
time. This thesis is submitted in partial fulfillment of the requirements for the
degree of Sarjana Pendidikan in Universitas Negeri medan.
I want to express special thanks to my family, my father Drs.H.Bambang
Mulyadi, my mother Hj.Herlina Farida,S.pd, my sisters Fridya Chairu,A.md and
Nindy Fadila, for their everlasting support, patience, love and their prayer
throughout this process. I dedicate this thesis for them.
Special thanks are extended to my supervisor, Mr. Prof. Dr. Pargaulan
Siagian, M.Pd. for his time, patience, and conctant encouragement that were
deeply appreciated and valued. Also to Mr. Prof. Dr. Bornok Sinaga, M.Pd, Mr.
Dr. Waminton Rajagukguk, M.Pd, and Mrs. Dra. Nerli Khairani, M.Si. as my
examiner who gave me insightful suggestion from compiling proposal till this
thesis compilation was done. And also to my academic counselor, Mr. Prof. Dr.
H. Dian Armanto, M.Sc., Ph.D for the guidance and suggestion during the lecture
period.
I would thanks to Mr. Prof. Ibnu Hajar, M.Si as the Rector of Universitas
Negeri Medan, Mr. Prof. Dr. Motlan, M.Sc., Ph.D as dean of Mathematics and
natural science faculty, Mr. Prof. Dr. rer. Nat. Binari M., M.Si as the coordinator
of bilingual class, Mr. Dr. Edi Surya, M.Si as the chief of Mathematical
Department, Mr. Zul Amry, M.Si as the chief of Study Program of Mathematics
Deepartment, Mr. Drs. Yasifati Hia, M.Si and all of staff employees in
Mathematics Department of Mathematics and Natural Science Faculty.
I also express my thanks to the principal of SMP Negeri 1 BInjai Mr.
Hanafiah, M.Pd, Mrs. Hanida Bangun, S.Pd, as the mathematics teacher, that gave
VII-v
4 and VII-5 classroom for their collaboration, support and passion when I was
teach them.
I would like to thank my friends in BilMath ’10, abdul, anggi, dwi, erlin, falni, mila, lia, meiva, martyanne, maria, melin, surya, nelly, petra, riny, tika,
sheila, siti, uli, and mimi, and also to my PPLT friends yasir, uur, nia, sheila,
shelly, eska, mbak try, uli dofa, rofi, tika, dian, elfan, and tika, and all my friends I
did not mentioned for their support and love throughout this process.
I wan to express special thank for my beloved persons, Olpi Adriadi ST,
Rully Sulistiowati S.Pd, Dian Armadani Ritonga S.Pd, and Elfan Syahputra S.Pd
for their support, care, and love throughout this process.
I have done the best for finishing this thesis but I realize that this thesis
has its shortcomings either in content, grammar, or technical writing. Hence, I
hope this thesis could be useful for further researchers and useful in enrichment
the knowledge.
Medan, 12 Januari 2015
Author
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CONTENTS
Page
Authentication sheet i
Biography ii
Abstract iii
Preface iv
Contents vi
Figure List ix
Table List x
Appendix List xi
CHAPTER I. INTRODUCTION
1.1 Background 1
1.2 Identification of Problem 7
1.3 Problem Limitation 8
1.4 Problem Formulated 8
1.5 Research Objectives 8
1.6 The Benefit of Research 9
1.7. Operational Definiton 9
CHAPTER II. LITERATURE REVIEW
2.1 Student Learning Achievement 11
2.1.1 Meaning of Students’ Learning Achievement 11 2.1.2 Factors Affecting Students’ Learning Achievement 12 2.1.3 Type of Students’ Learning Achievement 14 2.1.4 Measuring Students’ Learning Achievement 15
2.2 SAVI Learning Model 16
2.2.1 Somatic 16
2.2.2 Auditory 17
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2.2.4 Intellectual 19
2.2.5 Stengths and Weakness of SAVI 20
2.2.6 Sintaks of SAVI 21
2.3 DI (Direct Instruction) Learning Model 23
2.3.1 Sintaks of Direct Instruction 24
2.3.2 Stengths and Weakness of Direct Instruction 25
2.4. The Result of Relevant Research 28
2.5 Set 28
2.5.1 Venn Diagram 29
2.5.2 Intersection 33
2.5.3 Union 36
2.5.4 Difference 38
2.5.5 Complement 40
2.6 Thingking Framework 43
2.7 Hypothesis 44
CHAPTER III. RESEARCH METHODOLOGY
3.1 Location and Time Research 45
3.2 Population and Sample 45
3.2.1 Population 45
3.2.2 Sample 45
3.3 Type and Design of Research 46
3.4 Research Variable 46
3.5 Research Procedures 47
3.6 Research Instrument 48
3.7 Data Analysis Technique 52
3.7.1 Data Analysis by Descriptive Statistics technique 52
3.7.1.1 Manually 52
3.7.1.2 By Using SPSS 53
3.7.2 Normality test 53
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3.7.4 Hypothesis Test 55
3.7.5 Improving of Learning Achievement Analysis 56
CHAPTER IV RESULT AND DISCUSSION
4.1 Result Instrument Analysis 58
4.1.1 Pre-test Analyze 58
4.1.2 Post-test Analyze 60
4.2 Research Result Description 62
4.2.1 Description of Pre-test Result 62
4.2.2 Description of Post-test Result 63
4.3 Analysis of Research Data 65
4.3.1 Analysis of Pre-test 65
4.3.2 Analysis of Post-test 68
4.3.3 Improving of learning Achievement Analysis 71
4.4 Discussion of Research Result 73
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 75
5.2 Suggestion 75
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FIGURE LIST
Page
Figure 2.1 Disjoint of Venn Diagrams 29
Figure 2.2 Joint of Venn Diagrams I 30
Figure 2.3 Joint of Venn Diagrams II 31
Figure 2.4 Venn Diagrams of Three sets I 31
Figure 2.5 Venn Diagrams of Three sets II 32
Figure 2.6 Venn Diagrams of Three sets III 33
Figure 2.7 Venn Diagram A∩ B 35
Figure 2.8 Venn Diagram Circumstances Live stock
Centre Residents 36
Figure 2.9 Venn Diagram AÈB 37
Figure 2.10 Venn diagram of set A and set B 39
Figure 2.11 Venn diagram of set A – B 40
Figure 2.12 Venn Diagram of Set P 41
Figure 2.13 Venn Diagram of Set Q 42
Figure 2.14 Venn Diagram Complement of A 42
Figure 3.1 Research Procedure 48
Figure 4.1 Histogram of minimum score, maximum score, and mean
in experimental and control class 63
Figure 4.2 Histogram of minimum score, maximum score, and mean
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TABLE LIST
Page
Table 2.1 Test Result of first division in SMP 38
Table 3.1 Design Research 46
Tabel 3.2 Criteria of gain index 56
Table 4.1 Pre-test Validity 58
Table 4.2 Pre-test Reliability 59
Table 4.3 Pre-test Difficulty Index 59
Table 4.4 Pre-test Distinguish Power 60
Table 4.5 Post-test Validity 60
Table 4.6 Post-test Reliability 60
Table 4.7 Post-test Difficulty Index 61
Table 4.8 Post-test Distinguish Power 61
Table 4.9 Result of Pre-test 62
Table 4.10 Result of Post-test 64
Table 4.11 One-Sample Kolmogorov Smirnov Test 65
Table 4.12 Test of Homogeneity Variance 66
Table 4.13 Group Statistics 67
Table 4.14 Independent Sample T-test 67
Table 4.15 One-Sample Kolmogorov Smirnov Test 68
Table 4.16 Test of Homogeneity Variance 69
Table 4.17 Group Statistics 70
Table 4.18 Independent Sample T-test 70
Table 4.19 Result of Gain Index 71
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APPENDIX LIST
Page
Appendix 1 Blueprint for Observation Test 79
Appendix 2 Observation Test 80
Appendix 3 Scoring Guideline for Observation Test 81
Appendix 4 Score of Observation Test 82
Appendix 5 Lesson Plan for Control Class 83
Appendix 6 Lesson Plan for Experiment Class 113
Appendix 7 Student Activity Sheet 1 143
Appendix 8 Student Activity Sheet 2 144
Appendix 9 Student Activity Sheet 3 145
Appendix 10 Student Activity Sheet 4 146
Appendix 11 Blueprint for Pre-Test 147
Appendix 12 Pre-Test Sheet 148
Appendix 13 Scoring Guideline for Pre-Test 149
Appendix 14 Blueprint for Post-Test 151
Appendix 15 Post-Test Sheet 152
Appendix 16 Scoring Guideline for Post-Test 153
Appendix 17 Validity test for Pre-Test 155
Appendix 18 Validity test for Post-Test 157
Appendix 19 Reliability test for Pre-Test 159
Appendix 20 Reliability test for Post-Test 161
Appendix 21 Difficulty Index for Pre-Test 163
Appendix 22 Difficulty Index for Post-Test 164
Appendix 23 Distinguish Power for Pre-Test 165
Appendix 24 Distinguish Power for Post-Test 166
Appendix 25 Pre-Test Score 167
Appendix 26 Post-Test Score 168
Appendix 27 Normality Test for Pre-Test 169
Appendix 28 Homogeneity Test for Pre-Test 170
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Appendix 30 Normality Test for Post-Test 172
Appendix 31 Homogeneity Test for Post-Test 173
Appendix 32 Compare Means Test for Post-Test 174
Appendix 33 Compare Means Test for Gain Index 175
Appendix 34 T-table Value of t-distribution 176
Appendix 35 R-table Value of r-distribution 178
1
CHAPTER I
INTRODUCTION
1.1 Background
Education is the process of changing attitudes and behavior of a person
or group people in human mature effort through teaching and training that is full
of development. Therefore, changes or developments in education supposed to
occur in line with the changing culture of life. Changes in the sense of improving
education at all levels need to be constantly carried out in anticipation of future
interests.
“Education is able to support future development is the education that is able to develop the potential of learners, so they are able to face and solve the
problems of life that it faces" (Trianto, 2013:1). Education should touch the inner
potential and the potential competence of learners. The educational concept was
even more important when they must enter to the life in the community and the
world of work, because they should be able to apply what is learned in school to
face with problems encountered in daily life today and in the future.
In state constitution No.20 years of 2003 about national education
system said that education is a conscious and deliberate effort to create an
atmosphere of learning and the learning process so that learners are actively
developing the potential for him to have the spiritual strength of religious,
self-control, personality, intelligence, noble character, and skills needed him, society,
nation, and state.
According to Sanjaya (2011:2), there are some things that are very
important for our critics from the concept of education according to the law. First,
education is a planed conscious, that means that the process of education in
schools is not a process that implemented at random and speculative, but a process
that have aims so everything that teachers done and students are directed to the
achievement of objectives.
Second, a planned process of education is directed to create an
atmosphere of learning and the learning process, this means that education should
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Learning achievement, but how to get the results or the process of learning that
occurs in students. Thus, in education between process and Learning achievement
must have walk in balance. Education is only concerned with one of them will not
be able to form a fully developed human.
Third, the learning atmosphere was directed so that learners can develop
their potential, this means that the educational process must be oriented to
students. Education is an effort to develop the potential of students. Thus, students
should be seen as a developing organism and has potential. The task of education
is to develop the potential of students, instead of cramming the subject matter or
force the student to memorize the data and facts.
Fourth, the end of the educational process is the ability of students to
have spiritual power of religion, self-control, personality, intelligence noble
character, and skills needed him, society, nation, and state. This means that the
educational process leads to the formation of attitudes, intelligence or intellectual development, and the development of student’s skills in accordance with their needs. The third aspect of this (attitude, intelligence, and skill) direction and
purpose of education should be pursued.
However, the quality of education in Indonesia is not as expected. In
(Jejen: 2011:4) Sukmadinata said, “beside of lack of infrastructure and learning facilities, is the teacher factor”. Teachers are a major factor in the process of education is still not working in earnest also professional skills are still lacking.
According to Sanusi (Jejen: 2011:4), “Teachers can not be relied in standard various performance aspects, because he don’t had: expertise in the content of a field of study, pedagogic, didactic, and methodical, social and personal skills,
particularly disciplined and motivated, team work among teachers and other education personnel”.
According Jejen (2011:4) the low qualifications of teachers caused by
various factors. First, the teachers’ welfare is low. So, teachers cannot allocation
of funds for continuing education. Second, the quality, qualifications, and
competence of teachers are low. Low teacher competence often constrain teachers
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administrative requirements alone can not. Third, the commitment of teachers to
achieve higher education is lack. Fourth, the motivation of teachers to achieve
higher education is low. The motivation to beat all the obstacles inherent in the
teacher. The fourth factor before, is the reason for teacher to forget the importance
of learning goals.
According to Sanjaya (2011:68) "the purpose of learning can be defined
as the ability to be possessed by students after studying the given subject". So that
each student must master the material presented. However, there are teachers who
think the purpose of learning is the process of delivering course material, no
matter whether the material had been understood by the students or not. This is the
main factor to low student learning achievement.
Classroom management is another important factor affecting student
Learning achievement. According to Bahri (2006:2), ‘a good class management will be present a good teaching and learning interaction anyway”. Learning objectives will be achieved without the constraint if the teacher has the ability to
manage classes.
Choice a good strategy learning can affect student Learning achievement and achieved of real learning objectives. Bahri (2006:5) said “learning strategy is a general pattern of teachers and student activities to realization of teaching and learning activities to achieve the objectives”. Not only that, have a good technique will present a good Learning achievement either. According to Roestiyah
(2008:1), Teaching technique is a knowledge about teacher or instructors using
method. Another understanding is as learning techniques that teacher mastered to
teaching or presenting a material to students in the classroom, so that lessons can
be captured, understood and used by students.
However, it should be understood that every type of learning technique is
only suitable or appropriate to achieve a specific goal. So for different purposes
teachers should use different learning techniques, or when teachers set up some
goals, he should be able to also use multiple learning techniques to achieve these
4
techniques, that can use with its variations, so teachers are able to make a
successful learning process and empowering.
With the learning strategies and techniques that have been conducted
teacher presentation. It is expected that student achievement will be better more.
However, the unavoidable absence of the selection strategy and learning
techniques lead to low student learning achievement, particularly in mathematics.
Math is a subject that is taught from elementary level up to secondary
education. Besides having abstract nature, Apart from having abstract nature, a
good understanding of mathematical concepts is important because it is necessary
to understand the new concept prerequisite for understanding previous concepts.
In the learning process, teachers have the task of choosing select appropriate
learning model with the material presented to achieve learning objectives. Until
today there are many difficulties faced by the students to learn and achieve high
results in the learning of mathematics.
Many factors that caused the low students learning achievement, one of
which is the lack of students interest to receive the lesson by the teacher. In
particular the study of mathematics is considered the most difficult. According to
a statement from Grouws (2000:8), said that the teaching and learning of
mathematics are complex tasks. Mathematics is a subject of study is considered
the most difficult to be understood by students and especially for students who
have difficulty in learning.
One reason why student learning achievement still low is mathematics
taught with the conventional model of learning and teacher-centered model.
Teachers still present the material by traditional approach that emphasizes on
technical issues, procedures, and the use of formulas. Students only receive
knowledge from the teacher without the potential in it. Consequently in
understanding mathematical concepts, students just remain the material. This can
lead to the students perception, that mathematics is a set of formulas to be
memorized without having to hone their mindset and known the first step to find
that formulas. That is the way the students who have difficulty in applying the
5
And to show that students had master in mathematics signed by a good learning
process and learning achievement in mathematics.
Application of the method or approach to learning which varies
according to the characteristics of these students will avoid the boredom of
students, and create an atmosphere that is comfortable and fun to learn.
Application of learning approach can serve as an important means of
communication. Using a particular learning approach allows teachers to achieve
the expected learning objectives and improve student learning achievement. An
alternative approach to learning that can be applied to improve student Learning
achievement is Somatic, Auditory, Visual, and Intellectual (SAVI) learning
model.
SAVI learning models is a student learning process by combining
physical movement with intellectual activity and the use of all the senses. SAVI
learning model embrace of modern cognitive that learning is most well involve
the whole body , all senses , and all the depth and breadth of personal , individual
learning styles respecting others by realizing that people learn in different ways.
Somatic learning is learning that utilizes and involves the body (tactile,
kinesthetic, involves moving the body during physical and learning activities take
place). Auditory means learning the sense of hearing. Learning to talk and listen.
Visual means, learning must use the sense of sight. The visual learning means
learning to observe and describe. Intellectual means learning to solve problems
and brooding. Action learners do things with their minds internally when using
intelligence to reflect on an experience and create relationships, meaning, plan,
and the value of the experience.
According to Dave Meier as the inventor of SAVI learning model,
learning does not automatically rise up and tell people to move to and fro, but
connecting with the physical movement of intellectual activity and the use of all
the senses can have a big impact on learning. SAVI Learning is learning which
emphasizes that learning should take advantage of all the senses of the students. In
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learning, and utilizing the senses as much as possible and make the whole body or
mind are involved in the learning process.
Dave meier advised the teacher to manage the class by using this model.
SAVI is a form of learning models created by Dave Meier in his book "The
Accelerated Learning Handbook" which is a guide book in designing educational
programs that are creative and effective. The basic concept of the learning takes
place in a fast, fun, and satisfying. Such as Meier (2000:9) states "some major
assumptions learning is a positive learning environment, the total involvement of
students, collaboration among learners, variety that appeals to all learning styles,
and contextual learning".
With the SAVI learning model, students can learn mathematics with
optimal intellectual activity and the senses are combined in the learning process.
So that could be created fun learning, students as learning centers, actively engage
students so that they are able to develop their potential with good abilities,
interests, learning styles, experience of, and can improve student learning
achievement. In accordance with the words Meier (2000:10) “People learn best when they have a variety of learning options that allow them to use all of flavor
and exercise their preferred learning style ".
In the learning process, by using SAVI (Somatic, Auditory, Visual, and
Intellectual) learning model, it can improve student learning achievement. SAVI
learning model is accordance with the curriculum that is being done in schools.
SAVI learning models supports the K-13 where students as learning centers where
student perform each step in the learning model SAVI.
Conventional learning model is a traditional learning model or also called
by student learning centered, because this method has been used as a
communication tool between teachers and students in the learning process. In
mathematics learning process, the conventional learning model marked by a lot of
formulas note and the explanation, and giving the tasks. In accordance with the
7
In this model teacher as learning centered in the classroom. Teachers
only gave the material and tasks. So that students are not active in the classroom,
students also feel attracted to the subject matter presented. So no wonder, the
above model can affect student learning achievement in mathematics.
From interviews conducted with teachers of mathematics in SMP Negeri
1 Binjai, especially in VII grade teacher that students have difficulty in learning
the set, especially to find the set concept from story problems. Many students can
not find the member of the operation from story problems and some students
difficult to draw venn diagrams. This material is taught in a conventional learning
model, where teacher as learning centered. It is thought to affect the student
learning achievement are low.
Based on the background, the authors are interested in doing research with the title "THE DIFFERENCES OF STUDENTS’ LEARNING ACHIVEMENT TAUGHT SOMATIC, AUDIOTORYTORY, VISUAL, AND
INTELLECTUAL (SAVI) LEARNING MODEL AND DIRECTT
INSTRUCTION (DI) LEARNING MODEL ON SETS TOPICS IN VII GRADE
AT SMP N 1 BINJAI ACADEMIC YEAR 2014/2015 "
1.2 Problem Identification
Based on the above background, some of the problems that can be
identified are as follows:
1. The student Learning Achievement in mathematics still low.
2. The monotony of learning or teacher-centered learning makes
students less interested in learning mathematics.
3. The uses of learning strategy, still less appropriate to the material
being taught.
4. Set materials are taught without visual aid.
5. The understanding of students and students Learning Achievement
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1.3 Problem Limitation
Problem identified above is a problem that is quite extensive and
complex, that research is more focused and achieve goals, then the scopes
research are:
1. The subjects of this study were student from class VII-4 and VII-5 of
SMP Negeri 1 Binjai academic years 2014/2015.
2. Application of learning models SAVI and DI as a learning strategy
that is considered in accordance with the material.
3. The ability of students in the learning of mathematics is limited to
mastery of the material with a pattern of interactive exercises.
4. The successful indicators of student is the students Learning
Achievement
1.4 Problem Formulated
Based on the background of the issues that have been mentioned before,
the problem of this study is:
1. Is there a difference in students’ learning achievement taught SAVI
(Somatic, Auditory, Visual, and Intellectual) model between DI
(Direct Instruction) learning models?
2. Is the improving of learning achievement in SAVI (Somatic, Auditory, Visual, and Intellectual) class is higher than students’ in DI (Direct Instruction) class?
1.5 Research Objectives
Based on the formulation of the problem which has been described, the
purpose of study was to:
1. To know there is a difference in student’s learning achievement
using SAVI (Somatic, Auditory, Visual, and Intellectual) model.
2. To know the student learning achievement of student’s that using
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than student’s learning achievements in DI (Direct Instruction) learning model.
1.6 Research Benefits
1. For the teacher, the result of this study may provide additional
knowledge about mathematics learning and serve as one of the
inputs to select and develop appropriate alternative learning model
for improving students learning achievement.
2. For observers, the results of this study are expected to add insight
about mathematical learning model.
3. For student:
a. SAVI models in learning mathematics can be used as a new
experience to improve student Learning Achievement
b. Trained to be actively involved in the learning
1.7 Operational Definition
To avoid differences or lack of clarity of meaning, the following are
some important terms in this study.
1. Learning achievements is the object to measure the knowledge skill
development by the subjects as indicated by test or numerical value
is assigned teacher.
2. SAVI is a learning model which emphasizes that learning should
make use of all the senses that the students, by combining physical
movement with intellectual activity and the use of all senses in the
learning process. Model is intended to increase the activity of
students in learning activities that can improve students
Achievements. SAVI is short term:
a. Somatic, body movements, which means learning by
experiencing, doing, move, and act. Somatic Learning is
learning by involving physical, especially the senses of touch,
10
b. Auditory, auditory meaning that learns by listening, listening,
speaking, presentation, argumentation, express opinions, and
responding (learning by talking and hearing). Auditory learning
is learning that emphasizes skills speaking, and listening.
c. Visually, the vision which means that learning by observing,
drawing, painting, demonstrating learning media and props
(learning by observing and picturing). Visual is learn by using
eye senses.
d. Intellectual, think that means that the ability to think through the
reasoning needs to be trained, creative, solve problems,
constructing, and applying (learning by problem and reflecting).
Intellectual is the creation of meaning in mind, the means used
by humans to think, bringing together experience and
intellectual learning also means using thinking ability to link all
of the meaning derived from the learning.
Learning can take place optimally when the fourth of SAVI elements
present in a learning process.
3. Conventional Learning is learning classical/ regular lectures add
training methods, assuming students do not have different abilities so
that each student was given the same instruction. Learning begins
with the delivery of materials, giving example problem by teachers,
and continued with the construction practice question by students.
4. Set is the topics that will be teach in this research. In this research,
researcher will teach specifically on Venn diagrams, Sets operation,
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1Conclusion
Based on the result obtained from analysis of the data and test of
hypothesis then can be conclude that
1. There is the difference of students’ learning achievement from SAVI
class between Direct Instruction class on sets topic in grade VII.
2. The improvement of students’ learning achievement in SAVI class is better than students’ learning achievement in Direct Instruction class on sets topic in grade VII.
On other words, SAVI learning model can improve the students’ learning achievement in grade VII on the set topics at SMP N 1 Binjai academic years
2014/2015.
5.2 Suggestion
based on the research result and conclusion obtained, the suggestion that
researcher can be provide are :
1. Learning mathematics with SAVI learning models can improve
student learning achievement in the set topic. This model is also
compatible with some other math topic. SAVI learning models are
less appropriate in exponent material, limit, integral logarithm, and so
on.
2. To undergo a learning model SAVI on mathematics lesson, the
teacher must have a lot of props. Teachers also must be provided
sufficient time to teaching, because the SAVI learning model need a
lot of time allocation.
3. SAVI learning mode is learning models that are rarely studied
suggested for further research to use SAVI learning models that can
be compared with other cooperative learning model with the only
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