Enhancing Scientific Reporting Skills and Learning Outcomes through SAVI-Based Practical Work

Moh Sarjana; Djohar Maknun; Yuyun Maryuningsih

doi:10.24235/sc.educatia.v14i1.20682

Enhancing Scientific Reporting Skills and Learning Outcomes through SAVI-Based Practical Work

Moh Sarjana^(1*), Djohar Maknun⁽²⁾, Yuyun Maryuningsih⁽³⁾,

(1) Department of Biology Education, Faculty of Education and Teacher Training, Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(2) Department of Biology Education, Faculty of Education and Teacher Training, Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(3) Department of Biology Education, Faculty of Education and Teacher Training, Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(*) Corresponding Author

Abstract

Learning outcomes and scientific reporting skills are key components that need improvement in laboratory-based learning. This study aims to test the application of the SAVI approach in a laboratory-based learning context to students' scientific reporting skills. The method used is a quasi-experimental design for SAVI-based practicum activities. The assessment of scientific reporting skills uses an instrument to evaluate practicum reports. Learning outcomes are measured using multiple-choice questions. Data analysis uses N-Gian and t-test. The results show that the scientific reporting skills of experimental class students with an average of 81.81 are higher than the control class 73.61, but the difference is not significant (p > 0.05); the increase in student learning outcomes is significantly different (p < 0.05), with an N-gain of 0.57 (moderate) for the experimental class and 0.26 (low) for the control class. The SAVI approach has been proven effective in improving learning outcomes and scientific reporting activities, although students' physiological and psychological barriers still need to be further addressed in its application.

Keywords

SAVI approach, Biology learning, Practicum, Scientific report, Learning outcomes

Full Text:

PDF

References

Anwar, Y., & Susanti, R. (2019). Analyzing Scientific Argumentation Skills of Biology Education Students in General Biology Courses. In Journal of Physics: Conference Series, 1166(1). https://doi.org/10.1088/1742-6596/1166/1/012001

Asif, M., Thomas, G., Awan, M. U., & Din, A. M. (2021). Enhancing Student Engagement Through Heterogeneous Pedagogical Approaches: Action Research in a University Level Course in Saudi Arabia. International Journal of Educational Management, 35(1), 1–28. https://doi.org/10.1108/IJEM-10-2019-0375

Burke, C. M., Montross, L. P., & Dianova, V. G. (2024). Beyond the Classroom: An Analysis of Internal and External Factors Related to Students’ Love of Learning and Educational Outcomes. Data, 9(6), 88. https://doi.org/10.3390/data9060081

Dewi, N. P. S. S., & Riastini, P. N. (2023). SAVI Approach to Students’ Creative Thinking Abilities in Class VI Elementary School Science Content. MIMBAR PGSD Undiksha, 11(3), 498–504. https://doi.org/10.23887/jjpgsd.v11i3.63940

Hakyolu, H., & Ogan-Bekiroglu, F. (2016). Interplay between Content Knowledge and Scientific Argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 16(12). https://doi.org/http://doi.org/10.12973/eurasia.2016.02319a

Hernawan, Anshari, D., Syihabuddin, & Mulyati, Y. (2023). Exploring the Profile of Scientific Article Writing Ability Among Tertiary Students: Insights From Five Institutions in Indonesia. International Journal of Education, 16(2), 157–166. https://doi.org/10.17509/ije.v16i2.57357

Indriani, S. P., Giri, I. M. A., & Ardiawan, I. K. N. (2022). Pengaruh Model Pembelajaran SAVI Berbantuan Media Praktikum Sederhana Terhadap Hasil Belajar IPA. Indonesian Journal of Learning Education and Counseling, 5(1), 44–52. https://doi.org/10.31960/ijolec.v5i1.1746

Maknun, D., Gloria, R. Y., & Muzakki, J. A. (2020). Keterampilan Meneliti yang Dimiliki Mahasiswa Prodi Pendidikan Biologi Se-Wilayah III Cirebon. Jurnal Inovasi Pendidikan IPA, 6(1), 39–47. https://doi.org/10.21831/jipi.v6i1.28251

Matovu, H., Won, M., Ungu, R. B. H.-A. D. A. K., Treagust, D. F., Tsai, C.-C., Mocerino, M., & Tasker, R. (2024). The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality. Journal of Science Education and Technology, 33(4), 542–555. https://doi.org/10.1007/s10956-024-10103-1

Mudaningrat, A., Maryuningsih, Y., & Anugrah, I. R. (2022). Conformity Analysis of HOTS (Higher-order Thinking Skills) Based on Critical Thinking in the Evaluation of High School Biology Learning in The East Cirebon Region. Biosfer: Jurnal Tadris Biologi, 13(1), 37–47. https://doi.org/10.24042/biosfer.v13i1.11701

Nengsih, S., Ependi, I., & Meutiawati, I. (2022). Efektivitas Pendekatan SAVI Terhadap Hasil Belajar Peserta Didik di SMPN 2 Longkib Subulussalam. Phi: Jurnal Pendidikan Fisika Dan Terapan, 3(2), 33–40. Retrieved from https://jurnal.ar-raniry.ac.id/index.php/jurnalphi

Nimah, M., & Wahyuni, A. (2023). Unleashing the SAVI Learning Model: Enhancing Grade IV Science Outcomes. Academia Open, 8(1), 10-21070. https://doi.org/10.21070/acopen.8.2023.5274

Oliveira, H., & Bonito, J. (2023). Practical Work in Science Education: A Systematic Literature Review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641

Pudjiarti, E. S., Rusdarti, Lintong, M. M., & Mamu, F. J. (2024). The Power of Project-Based Learning: A Catalyst for Student Engagement, Collaboration and Academic Excellence. International Journal of Education and Practice, 12(3), 606–621. https://doi.org/10.18488/61.v12i3.3735

Rohman, F., Dharmawan, A., & Sari, M. S. (2024). Development of a 4C Skills Evaluation Instrument for Biology: A Validity and Reliability Study on Indonesian High School Students Learning. International Journal of Innovative Research and Scientific Studies, 7(2), 701–717. https://doi.org/10.53894/ijirss.v7i2.2873

Sagita, S. G. N., & Aminatun, T. (2019). Combination of CPS and SAVI on Biology Learning Media to Improve Student’s Understanding and Creativity on Environmental Change Topic. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012057

Saifuddin, M., Khoiri, A., & Mulyani, P. S. (2020). Treatment Model Pembelajaran Somatic, Auditory, Visual, Intellectual (SAVI) Terhadap Gaya Belajar Dan Prestasi Belajar. In Prosiding Seminar Pendidikan Fisika FITK UNSIQ, 2(1), 61–69. Retrieved from https://ojs.unsiq.ac.id/index.php/semnaspf/article/view/1376

Shaby, N., Assaraf, O. B. Z., & Koch, N. P. (2024). Students’ Interactions During Laboratory Group Activity in a Science Museum. International Journal of Science and Mathematics Education, 22(4), 703–720. https://doi.org/10.1007/s10763-023-10404-8

Shodiq, M. F., & Darmawan, D. (2025). Pengaruh Lingkungan Sekolah terhadap Hasil Belajar Siswa Sekolah Menengah Pertama. Ihsanika: Jurnal Pendidikan Agama Islam, 3(1), 292–307. https://doi.org/10.59841/ihsanika.v3i1.2209

Suherman, A. (2023). Penerapan Model Pembelajaran (SAVI) Somatic Auditory Visual Intelectual dalam Meningkatkan Pemahaman Puisi (Penelitian Tindakan Kelas). JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(7), 5055–5064. https://doi.org/10.54371/jiip.v6i7.2375

Torrisi-Steele, G. (2020). Facilitating the Shift From Teacher Centred to Student Centred University Teaching: Design Thinking and The Power of Empathy. International Journal of Adult Education and Technology (IJAET), 11(3), 22–35.

Urip, U., Supriyadi, S., & Mulyono, S. E. (2019). Implementation of SAVI Learning Model Through Practicum Activities Towards Students Science Learning Outcomes. Journal of Primary Education, 8(5), 181–187.

Victorina, A., & Ramadhan, S. (2019). The Effects of Using Somatic, Auditory, Visual, Intellectual as Learning Model Towards Students Competency Skill in SMPN 1 Koto Baru Dharmasraya. International Journal of Progressive Sciences and Technologies (IJPSAT), 15(2), 176–179. Retrieved from http://ijpsat.ijsht-journals.org/

Wahyuni, F. R. E., Wiransah, W., Syafruddin, D., & Bustami, Y. (2022). The Meta-analysis Study of SAVI Learning Model on Student’s Cognitive Aspects in Biology Learning. JPBIO (Jurnal Pendidikan Biologi), 7(1), 93–105. https://doi.org/10.31932/jpbio.v7i1.1550

Wallace, C. S., Prather, E. E., Milsom, J. A., Johns, K., & Manne, S. (2021). Students Taught by a First-Time Instructor Using Active-Learning Teaching Strategies Outperform Students Taught by a Highly-Regarded Traditional Instructor. Journal of College Science Teaching, 50(4), 48–57. https://doi.org/10.48550/arXiv.2004.09684

DOI: 10.24235/sc.educatia.v14i1.20682