Implementation of Somatic, Audio, Visual, and Intelligent (SAVI) Learning Model to Improve Student Learning Outcomes on Dynamic Fluid Material

This research was conducted to improve learning outcomes and the quality of the learning process to teach students grade XI physics through the implementation of somatic, audio, visual, and intelligent (SAVI) learning model and the use of PowerPoint presentations, as a medium for students at class XI SCIENCE 3 Public Senior High School 107 Jakarta. Data collection is done in two ways, namely tests and observations, and for media assessment, quality is assessed through the assessment rubric. From observation of the activity of students and teachers, activity increased from 72.50% to 85.50%. Students’ learning outcomes can improve from 75.5 in cycle I to 79.5 in cycle II with the minimum completeness criteria is 77.0. So, it already passed the minimum completeness criteria. It can be concluded the implementation of somatic, audio, visual, and intelligent (SAVI) learning model can improve student learning outcomes and the quality of the learning process on dynamic fluid material.


Introduction
The dynamism of the world of education aimed at improving the quality of learning is always done to anticipate changes that always occur.Learning problems at the current level include the style of learning at the top (top-down), the dominance of teachers in learning, the reluctance of teachers to innovative learning, lack of links with the world of work (industries and institutions of secondary learning) and the level of student participation is still very minimal.This leads to decreased interest and motivation to learn so learning outcomes decrease.The ongoing learning approach is still superficial, namely the oriented teaching-learning approach to meet external demands where the test material studied remains separate and unrelated either scientifically or personally, whose mastery properties are verbatim memorization and reproduction.
Students' knowledge or understanding is gained as a result of the continuous construction process by organizing, arranging, and rearranging the experiences associated with the cognitive structure possessed so that the cognitive structure is gradually modified and developed.Because knowledge is created in the student's mind as a result of the student's sensory interaction with his world, knowledge is not merely spoken or transferred by the teacher to the student.Therefore learning innovation is absolutely necessary, especially for subjects that have a high level of difficulty, including Physics.As with other physics subjects, for some students, this subject is difficult [2].This is because the material contains many mathematical, biological, and physical applications.
In connection with the above, the alternative problem solving that can be used is to implement student-centered learning where students are invited to more actively present or communicate their understanding in several steps or cycles through the learning model, by optimizing multimedia media as a learning medium in investigating the learning process to be more interesting and independent in business.Increases students' learning motivation [3].One learning model that can optimize student abilities is the somatic, auditory, visual, and intellectual learning (SAVI) model.

Research Method
Model Stephen Kemmis and Mc Taggart (1988) stated that the procedure of class action research is carried steps, namely Planning (plan), action (observing), and reflection (reflecting).While the model used in the learning process is the somatic, audio, visual, and intelligent (SAVI) model.The research subject is a student of class XI SCIENCE 3 odd semesters of the 2021/2022 school year on Physics subjects.The object of this research is the quality of learning, learning outcomes, and student activities after the learning process using the SAVI learning model assisted by multi-media learning media in Physics subjects.The study was conducted from July to November 2021 at Public Senior High School 107 Jakarta.The data collected in this study covers the entirety of activities from start to finish taken through several techniques namely documentation, observation, and test.
The data analysis techniques in this study were carried out in three consecutive components: data reduction, data presentation, and conclusion withdrawal.In this study data reduction includes selecting data through summaries or brief descriptions, and classification of data into a broader pattern.To maintain the validity of the data in this study used triangulation techniques, which are data examination techniques that utilize something else beyond that data [11].
The research was conducted in class XI SCIENCE 3 odd semesters of the 2021/2022 school year with a total of 40 students consisting of 14 men and 26 women.Classes are divided into 6 discussion groups divided by heterogeneity.This study was conducted in two cycles.The stages of implementation are as follows: 1. Planning Before creating an action plan, the research team first finds and sets the focus of the problem to be examined which is the starting point for making the next step.The stage consists of the initial reflection/ awareness stage, the problem identification stage, and the socialization stage.
The activity stage of identification of this problem includes the identification of misrepresenting understanding of physical concepts from students obtained through questionnaires.In addition, the identification of learning strategy errors that have been used in the previous material, and based on the results of the above problem identification is then determined the priority of the problem to be made a learning model based on the SAVI model assisted by multimedia-based presentation media.
The socialization stage is carried out by fellow team members by conducting continuous discussions regarding SAVI learning materials and models.(Source: Personal Documentation)

Observation
The observation stage is the data recording stage that includes the process and the results of the implementation of the activity.In the observation and evaluation stage, the research team conducted observations on the implementation of learning.The focus of observation is emphasized on learning concepts that have a high level of difficulty; Implementation of the SAVI learning model assisted by multimedia learning media to the quality of lectures as a whole, which includes: the level of understanding of the concept of Physics, the role of students in lectures, and the activities and difficulties of teachers in implementing learning models and the quality of media used in learning.

Reflection
The reflection stage is the stage of data analysis regarding the processes, problems, and obstacles found and continued with reflection on the impact of the implementation of actions implemented.The process of data analysis can be done using qualitative analysis techniques.
Based on the implementation of the previous observation and evaluation stage, the data obtained further became a reflection material for the research team for the improvement of the learning model that has been made and the preparation of other main learning models (in cycle II). .

Results and Discussion
After the implementation of this class action research with 2 cycles obtained data by data triangulation method.

A. Data Test Analysis
The learning outcomes from cycle 1 to cycle 2 can be seen in the following table: In the table above, there is a general pattern of learning outcomes increase with the application of the SAVI method in class XI SCIENCE 3 in the school year 2021/2022.Students' learning outcomes can improve from 75.5 to 79.5 with the minimum completeness criteria is 77.0.So, in cycle II the score 79.5 already passed the minimum completeness criteria.From observation, the learning outcomes of students in physics subjects fluctuates in several cycles, according to researchers is more due to the difference in the subject matter in each cycle.Differences in the level of difficulty in this subject will affect the ability of students to absorb the lessons given in the classroom.As a result, the learning outcomes is different.
In cycle I, the material given is relatively easier to understand because the material taught touches a lot of material that has been studied in Physics, while the materials given in cycle II and so on are more new material for students.Improvements in learning outcomes from cycle II are beginning to be seen with the implementation of the SAVI learning model in the classroom.In general, this learning model is very well used for improving students' learning outcomes in Physics subjects.Teacher activity in cycle I is still constrained by several things such as still unfamiliar with teachers (researchers) to the learning model, so that in its implementation is still a little awkward and not smooth, but the activity has increased with the increasing familiarity of researchers as teachers in this SAVI learning model.A similar pattern was seen in students activity.In cycle I students are still awkward and unfamiliar with the model used, but in cycle II and so on, students are getting used to and even like the model used because it is not boring like the model used.

C. Quality of Learning Media
The reference of learning media quality can be seen at From the table 5 can be seen the learning media quality which used in this research is in the range of 3.61 -4.07 which mean the value is good.Media power points are used as a means for students to improve the quality of learning in the classroom.In addition to displaying images and writing, this medium can also display animations and sounds so that it can help auditory, and visual learning styles.In addition to the image shown given as an example, students are also asked to draw (e.g., aircraft lift style) and determine for themselves the location of the point, line, or are requested.This will greatly help students with somatic learning styles.All of them are combined with problems that require students to think intellectually.
In this study, there are several important things that researchers note, for example by applying the SAVI learning model, students become more active in learning not just passively accepting.In addition, with the pre-test and post-test system, students become better prepared for the next meeting.Overall, the SAVI learning model can improve students' learning outcomes in physics subjects of the 2021/2022 school year in class XI SCIENCE 3 Public Senior High School 107 Jakarta.

. Conclusion
From this class-room action research, student learning outcomes in cycle I amounted to 75. 5% is quite satisfactory up to cycle II learning and the completion of the learning process of 79. 5%.From observation of the activity of students and teachers, activity increased from 72.50% to 85.50%.It can be concluded the implementation of somatic, audio, visual, and intelligent (SAVI) learning model can improve student learning outcomes on dynamic fluid material.

Figure 1 .
Figure 1.Discussions with Teachers of regarding SAVI learning materials and models.(Source:Personal Documentation)

Figure 2 .
Figure 2. Simulation in PowerPoint and Interactive Video (Source: Personal Documentation)

Figure 5 .
Figure 5. SAVI Learning Model on Observation Stage with Teachers and Field Work Practical Companion Lecturer.(Source: Personal Documentation)

Figure 6 .
Figure 6.Reflection Stage with Companion Lecturer and Teacher.(Source:Personal Documentation)

Table 2 .
Students' Learning Outcome Analysis

Table 3 .
Observation Sheet Analysis

Table 4 below : Table 4 .
Reference of Learning Media Quality