This classroom action research was motivated by the students' low activity and learning outcomes in natural science. One of the reasons is the lack of teachers' ability in choosing appropriate learning approach and using of learning
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    IMPROVING STUDENTS’ ACTIVITIES AND LEARNING OUTCOMES IN NATURAL SCIENCE IN CLASS V by USING SOMATIC AUDITORY VISUAL INTELLECTUAL (SAVI) WITH SCIENCE KIT SEQIP IN   SD NEGERI 25 SEROJA LINTAU  Erwinsyah Satria 1   1 Elementary School Teacher Education Program, Faculty of TeacherTraining and Education, Bung Hatta University, Padang West Sumatra, Indonesia ABSTRACT This classroom action research was motivated by the students’ low activity and learning outcomes in natural science. One of the reasons is the lack of teachers’ ability in choosing appropriate learning approach and using of learning equipments in natural science learning process. Thus, the implementation of Somatic Auditory Visual Intellectual (SAVI) approach with science KIT SEQIP is one of the ways to solve this problem. The objective of this research is to improve the students’ activities and learning outcomes natural science class V SDN 25 Seroja Lintau by using SAVI approach with science KIT SEQIP. This Classroom Action Research was conducted in two cycles. Test was carried out at the end of the cycle. The subjects of this research were 27 fifth grade students in SDN25SerojaLintau. The instruments of this research were the observation sheets of students’ and teachers’ activities, and the sheets of students’ learning outcomes.The results showed that the percentage of students’ activities improvement fromthe first cycle to the second cycle for group-activity indicator from 66.5% into 79.5%, 63% for asking-and-answering-question indicator into 83%, 53.5% for observation indicator into 74%, and 50% for making-conclusion indicator into 72%. In addition, the students’ learning outcome in cycle I was 51.9% improved into 89% in the second cycle regarding its accomplishment percentage. It indicated that there was a significant improvement of students’ activities and learning outcomes in natural science class by using Somatic, Auditory, Visual, and Intellectual approach (SAVI) with science KIT SEQIP.  Index Terms— Activity, learning outcomes, SAVI approach, science KIT SEQIP 1. INTRODUCTION Education gives the possibility to the students to have the opportunity, hope, and knowledge in order to live better. These opportunity and hope depend on the quality of education taken. Education can also be a force for change in order to make a better condition. Quality education must engage students in active learning and direct the formation of values and learning outcomes required by students in experiencing life. In carrying out teaching and learning process, teachers ought to consider the purpose of education. The intended objectives and learning outcomes must consider and adjust with national education goals stated in Article 3 of Law No. 20 of 2003 [1], namely: "The development of students’  potency to become a human being who is faithful, devoted, noble, healthy, knowledgeable, capable, creative, independent, democratic, and responsible”. The knowledgeable, skilled, and creative  potency of learners can be generated if the teachers realize that every child learnsby different means or activities. Children learning outcomes will be better if it involves emotions, activity of the whole body, all senses, and with all the depth and breadth of personal,  by respecting learning style of each individual in the learning process, and support with adequate learning equipments.  Natural Sciences (IPA) is one of the subjects in elementary school (SD), which can develop the  potency of students to be active in order to acquire knowledge and skills (learning outcomes) needed in life. IPA is related to how to find out about nature systematically by using observation tools, so that IPA is not only a mastery of knowledge in the form of a collection of facts, concepts, or principles but also a discovery. Natural science education is expected to  become a means for students to learn about themselves and the environment, and then they can implement it in everyday life. The learning process emphasizes on providing direct experiences to develop competency in order to explore and understand the universe around them naturally. The goals of elementary science teaching in accordance with the National Education Standards Agency (BSNP) in KTSP [2] are to (1) obtain faith to the greatness of God Almighty based on the existence,  beauty, and the natural order of creation, (2) develop knowledge and understanding of science conceptsthat are useful and applicable in everyday life, (3) develop curiosity, positive attitude and awareness of mutual influence among science, environment, technology and society. (4) develop process skills to investigate ICOMSETTechnology and OthersCopyright FMIPA UNP © 2015458 ISBN 978-602-19877-3-5    the nature surround them, solve problems and make decisions. (5) raisetheir awareness to participate in maintainingand preserving the natural environment. (6) raise their awareness to appreciate nature and its regularity as one of God's creation. (7) acquire knowledge, concepts and skills of science as a  basis for continuing education to Junior High School (SMP / MTs). Knowledge and understanding of beneficial natural science concept (learning outcomes) will be obtained if the teacher can develop students’ curiosity  by utilizing all parts of body and students’ senses to learn. If students able in utilizing their body and five senses by using suitable equipments means that teachers have successfully enabled students in the learning process. Science learning process is emphasized on  providing direct experience in order to develop student competencies and cultivate their ability to work and be scientific in gaining scientific knowledge about himself, as an important aspect of life skills, so that students learn and understand the nature surround them. Learning science is also an appropriate learning for brain and physical development of children, who are still experiencing a change toward a more mature quality that is called growth. Based on the observation conducted in SD  Negeri 25 Seroja Lintau, and interviews with the fifth grade classroom teachers, it was found out that there were still some obstacles in natural science learning. One of them was related to students’ low activities which were triggered by teachers who only gave lectures and provided question and answering session and rarely use natural science KIT. It was known that lecturing is a teacher-centered learning process, and students just need to listen, write, and read the lesson. This method made students not actively involved in learning process, and it is just temporarily “kept” in students’ mind. It was proven when the teacher asked the students about the material learn, not all of them were able to recall the material learned. In addition, the data showed that only a few of them (about 33.33%) were actively involved in learning process. Particularly, only smart students did contribute to teaching and learning process. They gave questions and stated opinion related to the topic learned, and also responded to their friends’ opinion. Meanwhile, other students only listened, or did other activities which were not related to the topic discussed. This condition became the cause of students’ learning outcomes which were not optimal and not as expected. Based on the information acquired from classroom teachers in class V SD Negeri 25 Seroja Lintau, it was found out that the students’ learning outcomes in daily tests have not reached the minimum completeness criteria (KKM). It was seen from the result of the second daily test in semester I in class V which revealed that among 27 students, only 12 students (44.44%) got scores above the minimum completeness criteria (KKM), and other 15 students got scores below KKM. KKM determined for natural science was 70. Good activities and learning outcomes will be memorable and last longer in the minds of students. Of course, it will not be acquired if the teachers only used lecturing method. Students should be given the opportunity to move and interact with classmates by  providing appropiate learning equipments. Knowledge will be obtained more easily when the students do activities by maximizing their body and mind and support by suitable equipments. In learning science, teacher must think the way to keep students active in the learning process and obtain good learning outcomes. Thus, fun learning approach was needed in order to overcome the  problems in class V SD Negeri 25 Seroja, Lintau. In other words, teachers should strive to create conditions of learning environments that encourage students to learn, or provide an opportunity for students to play an active role to understand the knowledge and concepts of science learned, so that it can develop their curiosity. This relates to the learning approach and provision of natural science equipments used by the teacher in the learning process in the classroom. Application of Somatic Auditory Visual Intellectual approach (SAVI) by using science KIT SEQIP is a learning approach that can be applied in the process of science learning to help teachers activate and obtain the students’ expected learning outcomes in the learning process in the classroom. Meier [3] states that, "SAVI approach is a learning approach by combining physical movement and intellectual activity and also the use of all sensory organs. SAVI is the acronym of Somatic (physic), auditory (voice), Visual (figure), and intellectual (contemplating). All elements of this SAVI will be able to create an effective and attractive learning. Suyatno [4] defines SAVI learning as "a learning which emphasizes on utilizing all sensory organs of the students." Meier [3] states that young children are great learners because they use the whole body and all senses for learning. Learning based on the activities done means active movement by utilizing the senses as much as possible and making the whole body/mind engaged in the learning process. By using their body  parts and sensory organs in learning science, the students will actively conduct investigations to understand and find a problem, string / use a tool (somatic), seek for information from various sources, write / draw observation result on the report (Visual), thinks and contemplate / solve / find the solution of a  problem (Intellectual), and communicate the findings and observations (Auditory) in the classroom. The role of the teacher in learning shifts into a learning designer which enables students to actively search for new knowledge, and also as a facilitator or mediator so that the students can learn well. ICOMSETTechnology and OthersCopyright FMIPA UNP © 2015459 ISBN 978-602-19877-3-5    Meier [5] states that SAVI models are implemented in four phases, namely: (1) preparation, (2) delivery, (3) training, (4) result presentation. The advantages of learning by using SAVI approach are: (1) raise the students’ integrated intelligence through the combination of physical motion and intellectual activity. (2) bring a better, interesting, and effective learning atmosphere, (3) is able to generate creativity and improve psychomotor abilities of students. (4) maximize the sharpness of students’ concentration through visual, auditory and intellectual learning. (5) the full involvement of learners. KIT of natural science is a box which consists of natural science tools. These tools are designed that have series of tools of experiment for process skill in learning natural science. KIT of natural science is like three dimension media which can give a deep experience and understanding to the real goods.   SEQIP is a type of equipment which is commonly used as a display tool to help students learn natural science better, so that they can understand its concepts easily. By using SEQIP, students will be able to understand natural science concepts taught by teachers. Related to the development of students’ potency  by government, it is important and relevant to have the research on the application of SAVI approach with science KIT SEQIP to enhance the students’ activities and learning outcomes. This is reinforced by the finding of Silberman [6] that from a group which consists of 30 students, there are about 22 students who can learn effectively if teachers provide visual, auditory and kinesthetic (somatic) activities. In order to determine how SAVI approach with using science KIT SEQIP can increase the students’ activities and learning outcomes in natural science in class V SDN 25 Seroja Lintau, classroom action research needs to  be conducted. This study is limited on students’ activities in doing group work, asking and answering questions, observing and concluding natural science materials by using SAVI approach with science KIT SEQIP. 2. RESEARCH METHOD This study uses a classroom action research with two cycles in which each cycle consists of planning, action, observation, and reflection. The research location is in SD Negeri 25 Seroja Lintau, Lintau Buo subdistrict, Tanah Datar district, West Sumatra. The subjects are 27 students of class V in SD Negeri 25 Seroja Lintau. Of 27 students, there are 12 female students and 15 male students. This research was conducted in four-time face to face meetings, which  began on 14 to 26 January 2013. Source of data in this study were teachers and students who were involved directly in learning. The data were obtained from the observation of the implementation of SAVI approach with science KIT SEQIP in natural science learning as well as students’ activities and learning outcomes. These data were gathered through observation sheets, and students’ learning outcomes; meanwhile, the data were analyzed by using qualitative and quantitative model analysis. The complete procedure of action research can  be described as follows. In the planning stage, there was discussion with teachers and principals to determine when the research will be carried out, determine the material about “Simple Machine” as the teaching material for this research, design lesson plans with fifth grade teacher, prepare tools SEQIP and instructional media, teaching practice by using SAVI approach with KIT SEQIP, explain how to use the observation instrument for teachers and observers. Both researcher and observer recognize students’ names, arrange study groups and their assignments, write students’ workbooks, and prepare observation and learning outcomes sheets, and camera for documentation. Implementation of actions is the implementation or application of the lesson plans by using SAVI approach with science KIT SEQIP. It started with the teachers who deliver the learning objectives and arouse students' interest in starting the lesson. Then, the teacher presents new materials in interesting, fun, relevant ways which suit all types of students’ learning styles. At the beginning, the teachers assigned students to perform an activity using science KIT SEQIP related to the topic learned, then the teachers helped students to understand and integrate new materials by employing different ways. In order to check students’ comprehension, teachers asked them to work in group and discussed the material learned by completing their worksheets. After that, teachers asked students to  perform and explain the activities they did in more detail explanation. Other groups should pay attention on this explanation, in which the other groups then reported what they learned and heard from others’ explanation. The students were then assigned to find the materials that are applicable in their daily life. At last, the students made conclusion of the learning  process guided by teachers. Along learning process, teachers acted as the ones who facilitated, directed, and gave guidance to students. Observation is done by two observers to observe the students' learning activities and the implementation of SAVI approach with science KIT SEQIP during the learning process. The implementation of this approach and students’ learning activities were recorded on the observation sheets by the observer  .  These observations were carried out intensively, objectively, and systematically. At these observations, researchers and analysts tried to recognize, record the changes in students and teachers along the learning process with SAVI approach by using science KIT SEQIP; is it  better or worse? Some of students’ activities which were observed were: group work which used science ICOMSETTechnology and OthersCopyright FMIPA UNP © 2015460 ISBN 978-602-19877-3-5    KIT SEQIP and students’ worksheets, asking and answering question activities, observation activities as instructed in students’ worksheets, and the activities of concluding and implementing the materials learned in daily life. These observations were continually conducted from cycle I to cycle II. The observation result of cycle I can be used as a consideration in determining actions in cycle II. Of course, this result should be discussed with observers as a reflection for the following planning. At the end of the cycle, test was given to the students in order to know their cognitive achievement in the level of knowledge and comprehension. Reflection is held at the end of every action. On this stage, researcher and observers had a discussion about the action taken. Matters discussed were the reflection of the result acquired in natural science learning which was related to the analysis of students and teacher’s activities after the learning process, analysis and difference of planning and action carried out, and conclusion for the data obtained. These data were used as suggestions for the next action. The result of reflection was needed to see the accomplishing of indicators. If the achievement indicator in cycle I had been acquired, the cycle was stopped in cycle II. However, it would be continued to the next cycle if it had not achieved the achievement indicators. In the discussion stage, the weaknesses of one cycle were brought into discussion, as well as found out the solution of this problem and betterment for the next cycle. It was based on the result of observation and evaluation. The test results of each were analyzed qualitatively by calculating the average score of the class and the percentage of students who have achieved learning completeness, in which their scores ranged from 70 to 100. The observation results of students’ and teachers’ activities were analyzed by counting the scores, the average scores, and the  percentage of the activities carried out of the total activities and total number of students. 3. RESULT AND DISCUSSION 3.1. Cycle I In the first cycle, teaching material that was  planned was the simple machine. The teaching material that was taught in the step of action at meeting 1 in learning natural science was about lever and in the second meeting was inclined plane by using SAVI approach with science KIT SEQIP. Time allocation in each of meeting was 2x35 minutes. The results of observation in this classroom action research were as follow: 3.2.1.   The result of students’ activities The result of observation in the first cycle showed that the development of students’ activity during learning process by using SAVI approach could be shown on Table 1. . Table 1. The Percentage of Students’ Activities Indicator of Students' Activities Meeting Average 1 2 Doing Group work 63% 70% 66.5% Asking/ answering question 59% 67% 63% Observing 48% 59% 53.5% Concluding the lesson 44% 56% 50% Related to the data shown on Table 1, it can be seen that the percentage of students’ learning activities on the part observed as follow: a.   There is a slight improvement of students’ activity in doing group work from the first meeting 1 to the second meeting. Although at the second meeting the students’ activity has achieved indicator of success that has been determined. The average of the students’ percentage who are involved in group work is 66.5%, it means that a part of students have been able to do group work based on the task given. It is caused by the students have not been usual with the learning process which is done through group work by using KIT natural science and have not understood to the task that is in students’ worksheet, so the task which is done on the work sheet less running well. Teacher also still has not been good enough to guide students to work in groups demonstrating the function or the use of lever and inclined plane.  b.   The development of the activity in asking / answering questions to both meetings has not still run well. The average percentage of students who ask / answer questions is 63%. At this first cycle students have started to dare to do the activity asking / answering questions in learning lever and inclined planes, although there are still students who have not been able to ask / answer questions due to they are less braveand do not understand the task and the teaching material taught. Many students have not know where the load, the power, and the fulcrum of a lever and the inclined plane and also example of those applications in life. In the first cycle, teacher also looks unable to stimulate students to talk about the activities on the worksheet that discuss about the lever and the inclined plane, and also encourage students to ask questions about the activities that they do on the worksheets or motivate students to be able to answer the question. c.   The improvement of observation activityto both of meetingsis still low;it is only part of studentswho can perform well. The average of students’ ICOMSETTechnology and OthersCopyright FMIPA UNP © 2015461 ISBN 978-602-19877-3-5     percentage who observed was 53.5%.It is caused since the students do not understand the commandson the worksheet, so they get wrong in answering the questions that are related to the observation done.Besides, many students still do not observe seriously and do not know what things that should be observed in this activity. d.   The result of activity on making conclusion at the first cycle is still low.It shows that most of the students do not understand what they are learning.The average of students’ percentage that was able to conclude a lesson on learning activities that have been taught was 50%. It is seen only a few students that were able to make conclusions on all the learning activities that have been done.Many students have not been able to see the application of lever and the inclined plane that are learned in their daily lives. As shown at the first cycle, there are many students who have not done those activities. It is caused by the learning model used by teachers is different from the  previous ones. The students are still not familiar with the learning approach used by the teacher in the learning process. The students have not been usual to use actively their limbs and senses to learn natural science in learning activities, so they get shy to do activities in the learning process. 3.2.2.   The result of students’ cognitive achievement Based on the result of test at the first cycle, Table 2 shows the result of students’ achievement in learning, the percentage of students that can pass the study, the percentage of students that cannot pass the study, the average of students’ grade, the completeness of the students’ achievement in classical style. Table 2.The Completeness of Students’ Achievement Commentary Total The total students who can  pass the study 14 The total students who cannot pass the study 13 The average of students' grade in a class 64 The percentage of students' completeness in learning 51,9% Target 70% As shown on Table 2, It can be seen that the  percentage of students’ achievement who can pass the study at the first cycle generally can be classified in the level of low and there were many students that were not able to achieve the minimum standard of natural science (KKM). The students who achieved grade more than the minimum standard of natural science were 14 students, it indicates that this result has not achieved the indicator of classical completeness is about 70% of students. It is caused that there were many students still get confuse with learning process by using SAVI approach with science KIT SEQIP. This finding can be associated with the students’ activity during two meetings that can be seen still in the level of low. This result can give impact on the students’ cognitive achievement in learning  process. Since the students’ activities in answering / asking, observing and concluding the lesson are still in the level of low that can give significant impact on the low ability of students’ understanding to the teaching material that was learned, so there were many students who were able to achieve minimum standard of natural science because the students cannot answer question correctly. This phenomenon is also caused by teachers’ skill that were not good in classroom management, stimulating the students to be active, guiding and facilitating the students to use their limbs and senses in learning process at the first cycle, and also the teachers were not good to implement teaching  procedures of SAVI approach. After the phase of action and observation done, the next step was reflection that was done by teacher and observer. This step was for discussing about the result of observation. After reflection, it can be identified that the teacher has not been able to teach and implement the teaching procedure by using SAVI approach with science KIT SEQIP correctly. The teacher cannot encourage the students to be more active in learning process. The teacher needs to improve his teaching skill, so the students can be encouraged to be more active/ more cooperative in using learning tools that were provided in their group, fostered their willingness to be more brave in asking and also they can answer the question correctly. It can  be done through the teacher that helped his students  by using a good technique in asking question. This technique was used especially for the students who got shy/ seldom asked question/ answered the question. The teacher is expected to be able to guide his students to do observation properly through the students’ worksheet that has been revised (by attaching good picture and clear command) to help them to do and more clearly observe the learning activity properly. At the next cycle, the teacher is also expected to have good time management and be able to explain the teaching material more clearly to the students and give reinforcement to them, so they can get success in answering the questions on the test at the second cycle. The teacher should more frequently guide the students to be able to conclude the lesson and think about implementation of the material in their daily lives. For both of observers, they are suggested to do observation more carefully in observing the teacher and students’ activities during teaching and learning process. 3.2. Cycle II Based on the result of reflection at the first cycle, it is a must to make a better planning related to the teachers’ skill and teaching and teaching procedures ICOMSETTechnology and OthersCopyright FMIPA UNP © 2015462 ISBN 978-602-19877-3-5
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