<![CDATA[Arabic language learning at the junior secondary level requires approaches that actively engage students and support measurable achievement. This study examines the implementation of the Somatic, Auditory, Visual, and Intellectual (SAVI) model and changes in Arabic learning achievement among seventh-grade female students at Ma’had Safeera Garut. Achievement covered vocabulary, dialogue comprehension, expressions, sentence structures, and analysis of simple dialogues and texts on فِي حَدِيقَةِ الْحَيَوَانَاتِ (At the Zoo). This quantitative study employed a pre-experimental One-Group Pretest–Posttest Design without a control group. Participants were 33 students selected through total sampling. Data were collected through observation and achievement tests and analyzed using the Shapiro–Wilk test, Wilcoxon signed-rank test, and N-Gain analysis. The SAVI implementation involved physical, auditory, visual, and intellectual activities. Mean achievement scores increased from 15.85 to 31.27, a gain of 15.42 points. The Wilcoxon test indicated a statistically significant pretest–posttest difference (Asymp. Sig. (2-tailed) < 0.001). Mean N-Gain was 0.852 (85.16%), categorized as high, based on 32 students eligible for calculation. These findings indicate improved achievement following SAVI implementation; however, the one-group design without a control group prevents attributing the improvement solely to SAVI. Findings should be interpreted within the study’s participant and design limitations.]]>
