SAVI Approach to Students' Creative Thinking Abilities in Class VI Elementary School Science Content-Reference-Cited by-同舟云学术

SAVI Approach to Students' Creative Thinking Abilities in Class VI Elementary School Science Content

Published:2023-12-04 Issue:3 Volume:11 Page:498-504
ISSN:2614-4735
Container-title:MIMBAR PGSD Undiksha
language:
Short-container-title:mimb.pgsd undiksha

Author:

Ni Putu Sillvia Sari Dewi ,Putu Nanci Riastini

Abstract

Lack of diverse approaches and low students' creative thinking abilities during the science learning process. To overcome these problems, an innovative approach is needed to develop students' creative thinking abilities. This research examines differences in students' creative thinking abilities in science content between the SAVI approach and conventional learning in class VI elementary school. This includes quasi-experimental research (Quasi-Experimental) with a non-equivalent post-test-only Only Control Group Design. The population of this study was 110 grade VI elementary school students. The sample in this research was carried out by random sampling. The models obtained were 25 class VI SD 2 students as the experimental group and 24 class VI SD 5 students as the control group. Data collection in this research used the test method with descriptive test instruments. The data analysis used is descriptive and inferential statistical analyses (t-test). Based on the analysis results, it was found that the SAVI approach had more influence on students' creative thinking abilities. The SAVI approach could improve students' creative thinking abilities. This research implies that applying the SAVI approach can increase student activity, solve problems, and develop students' creative thinking abilities.

Publisher

Universitas Pendidikan Ganesha

Reference33 articles.

1. Acesta, A. (2020). Pengaruh Penerapan Metode Mind Mapping Terhadap Kemampuan Berpikir Kreatif Siswa. Jurnal Kajian Penelitan Dan Pendidikan Dan Pembelajaran, 4(2b), 581–586. https://doi.org/10.35568/naturalistic.v4i2b.766.

2. Akbar, N., Syarifuddin, K., & Evi, R. (2022). Pengaruh Model Pembelajaran SAVI (Somatic, Auditory, Visual, Intelectual) Berbantuan Video Interaktif Terhadap Hasil Belajar IPA Kelas VI SD Inpres Tarailu Kecamatan, Sampaga Kabupaten Mamuju. Jurnal Kajian Penelitian Dan Pendidikan Dan Pembelajaran, 7(1), 1406–1415. https://doi.org/10.35568/naturalistic.v7i1.2273.

3. Andira, P. A., Andriani, U., Mirli, A., & Ahmad, W. (2022). Analisis Minat Siswa Terhadap Hasil Belajar Siswa Dalam Pembelajaran IPA. Jurnal Pendidikan, 11(1), 46–57 10 22373 11 1 13087. https://doi.org/10.22373/pjp.v11i1.13087.

4. Arini, N. K. M., & Damayanti, N. W. S. (2022). Analisis Kebutuhan Guru Terhadap Panduan Praktikum IPA. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia, 5(1), 12–19. https://doi.org/10.23887/jppsi.v5i1.45463.

5. Devi, P. S., & Bayu, G. W. (2020). Berpikir Kritis Dan Hasil Belajar IPA Melalui Pembelajaran Problem Based Learning Berbantuan Media Visual. Mimbar PGSD Undiksha, 8(2), 238–52. https://doi.org/10.23887/jjpgsd.v8i2.26525.