Pengaruh Pendekatan SAVI (Somatis, Auditori, Visual, Intelektual) terhadap keterampilan Berpikir Kritis Siswa Pada Materi Interaksi Sosial dalam Pembelajaran IPS Kelas V SDN Unggulan Magetan

Abstract

This study aims to determine the effect of the SAVI (Somatic, Auditory, Visual,Intellectual) approach on students' critical thinking skills in social interaction in Social Studies (IPS) learning. The SAVI approach was chosen because it is considered capable of accommodating various student learning styles and encouraging active engagement in the learning process. The research method used was a quasi-experimental design with a pretest-posttest control group design. The subjects consisted of two eighth-grade students at a public junior high school in City X, selected purposively. The instruments used were a critical thinking test based on Ennis' critical thinking indicators and an observation sheet for student learning engagement.The data analysis showed a significant difference between the posttest results of the experimental and control groups. Students who participated in learning using the SAVI approach demonstrated greater improvement in critical thinking skills compared to students who participated in conventional learning. This indicates that the SAVI approach is effective in enhancing students' ability to analyze, evaluate, and draw conclusions about information related to social interaction.The implication of these findings is that the SAVI approach can be a relevant and innovative alternative learning strategy for improving the quality of student learning processes and outcomes, particularly in developing critical thinking skills in social studies.