Somatic, Auditory, Visual, Intellectual (Savi): Its Effectiveness to Teach Writing From the Perspective of Students' Critical Thinking

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students' critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students' critical thinking to produce a good text

SaVi: satellite constellation visualization

SaVi, a program for visualizing satellite orbits, movement, and coverage, is maintained at the University of Surrey. This tool has been used for research in academic papers, and by industry companies designing and intending to deploy satellite constellations. It has also proven useful for demonstrating aspects of satellite constellations and their geometry, coverage and movement for educational and teaching purposes. SaVi is introduced and described briefly here.Comment: 2 pages; First Annual CCSR Research Symposium (CRS 2011), Centre for Communication Systems Research, 30 June 201

An Experiment Of Mathematics Teaching Using SAVI Approach And Conventional Approach Viewed From The Motivation Of The Students Of Sultan Agung Junior High School In Purworejo

The objective of this research is to investigate whether Mathematics teaching using SAVI approach can make better achievement in learning Mathematics than conventional approach viewed from the student’s motivation of Sultan Agung Junior High School in Purworejo on the circle material. This research is a quasi experimental research with 2×3 factorial design. The subject of the research is the 8th-grade students of Sultan Agung Junior High School in Purworejo in the academic year 2010/2011. The sample of this research are 60 students which consist of experimental group and control group. The data were collected by using test of learning achievement in Mathematics and a questionnaire of student’s motivation. The test instruments were validated by expert. In the pre-requisite test, analysis variance precondition test using Liliefors test for normality and Bartlett test for homogeneity test. With ∝ =0,05, samples come from normal distributed population and homogeneous. The hypothesis testing using two-way ANAVA with different cell with α = 0,05. It shows: (1) Fc = 4.378 > Ft = 4.024, it means Mathematics teaching using SAVI approach gives a better achievement in learning Mathematics than using conventional approach; (2) Fc =20.822 > Ft= 3.174, it means the achievement in learning Mathematics of the students who have higher motivation is better than those who have lower motivation; and (3) Fc = 1.617 < Ft = 3.174, it means the difference characteristic between the Mathematics teaching using SAVI approach and conventional approach for every students’ motivation in learning Mathematics is the same. Key Words: Mathematics Teaching, SAVI, Motivatio

Calamintha nepeta (L.) Savi and its main essential oil constituent pulegone: biological activities and chemistry

Medicinal plants play an important role in the treatment of a wide range of diseases, even if their chemical constituents are not always completely recognized. Observations on their use and efficacy significantly contribute to the disclosure of their therapeutic properties. Calamintha nepeta (L.) Savi is an aromatic herb with a mint-oregano flavor, used in the Mediterranean areas as a traditional medicine. It has an extensive range of biological activities, including antimicrobial, antioxidant and anti-inflammatory, as well as anti-ulcer and insecticidal properties. This study aims to review the scientific findings and research reported to date on Calamintha nepeta (L.) Savi that prove many of the remarkable various biological actions, effects and some uses of this species as a source of bioactive natural compounds. On the other hand, pulegone, the major chemical constituent of Calamintha nepeta (L.) Savi essential oil, has been reported to exhibit numerous bioactivities in cells and animals. Thus, this integrated overview also surveys and interprets the present knowledge of chemistry and analysis of this oxygenated monoterpene, as well as its beneficial bioactivities. Areas for future research are suggested

SAVI and SAVI Revisited

SAVI and SAVI Revisite

IMPLEMENTASI MODEL PEMBELAJARAN SAVI (SOMATIC, AUDITORY, VISUAL, INTELLECTUAL) UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP

Penelitian ini dilatarbelakangi oleh adanya fakta tentang rendahnya kemampuan koneksi matematis siswa SMP. Oleh karena itu, diperlukan pengimplementasian model pembelajaran yang mampu mengaktifkan siswa dalam membangun kemampuan koneksi matematisnya, yaitu melalui model pembelajaran SAVI. Tujuan dari penelitian ini adalah:1) mengetahui apakah peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran dengan model pembelajaran SAVI lebih tinggi daripada siswa yang memperoleh pembelajaran model pembelajaran konvensional; 2) mengetahui kualitas peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran dengan model pembelajaran SAVI dan siswa yang memperoleh pembelajaran model pembelajaran konvensional; 3) mengetahui sikap siswa terhadap pembelajaran dengan model pembelajaran SAVI. Metode yang digunakan adalah kuasi eksperimen dengan desain pretest-postest control group. Populasi dari penelitian ini adalah siswa kelas VIII di salah satu SMP Negeri di Kota Bandung. Hasil analisis penelitian menunjukkan bahwa 1) peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran dengan model pembelajaran SAVI lebih tinggi daripada siswa yang memperoleh pembelajaran dengan model pembelajaran konvensional; 2) kualitas peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran dengan model pembelajaran SAVI dan siswa yang memperoleh pembelajaran dengan model pembelajaran konvensional termasuk kedalam kategori sedang; dan 3) siswa menunjukkan sikap positif terhadap pembelajaran dengan model pembelajaran SAVI. This research is motivated by the fact that mathematical connection ability of junior high school students' were still low. Therefore, the necessary implementing learning model that is able to activate students in building mathematical connection ability, namely through the learning SAVI model. The objectives of this study were: 1) determine whether the increased mathematical connections abilities of students who obtained SAVI teaching learning model higher than students who obtained conventional teaching learning models; 2) determine the quality improvement mathematical connections ability of students who obtained SAVI teaching learning model and the students who obtained conventional teaching learning model; 3) determine students' attitudes towards learning with SAVI learning model. The method used was a quasi-experimental with pretest-postest control group design. The population of this research is the 8th grade students at one of the Junior High School in Bandung. The results of analysis indicate that 1) the increase mathematical connection ability of students who obtained SAVI teaching learning model higher than students who obtained conventional teaching learning model; 2) quality improvement mathematical connection ability of students who obtained SAVI teaching learning model and the students who obtained conventional teaching learning model included into middle category; and 3) students showed a positive attitude towards learning with the SAVI learning model

PENERAPAN MODEL PEMBELAJARAN MANDIRI DENGAN MODEL SAVI (SOMATIS, AUDITORI, VISUAL, INTELEKTUAL) PADA MATA PELAJARAN KONSTRUKSI BANGUNAN UNTUK MENINGKATKAN KUALITAS PROSES DAN HASIL BELAJAR SISWA KELAS X JURUSAN BANGUNAN DI SMKN 2 SURAKARTA TAHUN AJARAN 2015/2016

Penelitian ini bertujuan untuk: (1) mengetahui penerapan model SAVI (2) mengetahui peningkatan kualitas proses belajar (3) mengetahui peningkatan hasil belajar pada mata pelajaran Konstruksi Bangunan di kelas X TGBA SMKN 2 Surakarta. Penelitian ini merupakan penelitian tindakan kelas (PTK). Penelitian dilaksanakan dalam dua siklus, dengan tiap siklus terdiri atas perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi, dan tes. Uji validitas data menggunakan teknik triangulasi data dan analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukan bahwa (1) penerapan model SAVI di kelas telah dilaksanakan dengan baik (2) model SAVI dapat meningkatkan kualitas proses belajar di kelas (3) model SAVI dapat meningkatkan hasil belajar di kelas. Artinya, setelah diterapkannya model SAVI di kelas X TGBA kualitas proses dan hasil belajar siswa bisa meningkat. Siswa menjadi lebih mandiri saat proses pembelajaran. Kata Kunci: SAVI, Kualitas Proses, Hasil belaja