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All Journal Jurnal Basicedu International Journal of Elementary Education Jurnal Pendidikan Sains dan Komputer Online Learning in Educational Research Jurnal Basicedu Journal of Innovation and Research in Primary Education
Stefanus Christian Relmasira, Stefanus Christian
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Enhancing Elementary Students' 4C Communication Skills Through SAVI (Somatic, Auditory, Visual, Intellectual) Learning Model Widyaningrum, Neni; Relmasira, Stefanus Christian
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1997

Abstract

Contemporary elementary education faces significant challenges in developing students' 21st-century communication skills, particularly in mathematics learning contexts where traditional teacher-centered approaches often render students passive and hesitant to engage in meaningful discourse. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model presents a promising multisensory approach that may address these communication skill deficiencies by engaging students holistically through diverse sensory modalities. This quasi-experimental study employed a pretest-posttest control group design involving 38 fourth-grade students at SD Negeri Gendongan 01 Salatiga, Indonesia. Participants were divided into experimental (n=19) and control (n=19) groups using purposive sampling. The experimental group received SAVI-based mathematics instruction focusing on pattern recognition, while the control group participated in conventional teaching methods. Data collection utilized validated communication skill assessment instruments, structured observations, and semi-structured interviews. Statistical analysis was conducted using SPSS version 25, employing independent samples t-tests to examine between-group differences. The experimental group demonstrated significantly superior communication skill achievement, with 42.11% of students reaching very high competency levels compared to 15.79% in the control group. Statistical analysis revealed significant differences between groups (p = 0.003 < 0.05, t = -3.126, df = 36), with a substantial mean difference of -19.342 points favoring the experimental group. The effect size indicated practically significant improvements in students' abilities to articulate mathematical reasoning, engage in collaborative problem-solving, and express creative solutions. These findings provide empirical validation that SAVI implementation significantly enhances elementary students' 4C communication competencies beyond conventional instructional approaches. The results support multisensory learning theories and suggest substantial implications for teacher preparation, curriculum development, and educational policy formulation in fostering 21st-century communication skills.
Enhancing Fourth-Grade Students' Logical Thinking in Mathematics Through Interactive Math Board Learning Media Wulandari, Fitri; Relmasira, Stefanus Christian
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1998

Abstract

Mathematics education faces significant challenges in developing students' logical thinking abilities, as evidenced by Indonesia's below-average PISA performance. Traditional lecture-based instruction fails to engage students effectively, necessitating innovative interactive learning media to enhance mathematical reasoning capabilities. This study aimed to develop and evaluate the effectiveness of Math Board learning media for improving fourth-grade students' logical thinking abilities in whole number concepts up to 10,000. This research employed a Research and Development approach integrating the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) with pre-experimental design using pretest-posttest comparisons. Twenty-eight fourth-grade students from SD N Mangunsari 03 participated in the study. Data collection utilized logical thinking ability tests, classroom observations, and structured interviews. Expert validation assessed media quality, while statistical analysis using SPSS version 25 included normality testing, homogeneity testing, paired samples t-test, and N-Gain score analysis to measure improvement effectiveness. Expert validation yielded a quality score of 90.67%, categorizing the Math Board as "Very Good." Statistical analysis revealed significant differences between pretest and posttest scores (p < .000), with a mean improvement of 49.36 points. The N-Gain analysis demonstrated a mean score of 0.7996, indicating high effectiveness (79.96% improvement rate). All prerequisite tests confirmed data normality and homogeneity, validating the statistical procedures employed. The findings demonstrate that Math Board learning media significantly enhances students' logical thinking abilities, supporting theoretical frameworks from Piaget's cognitive development theory and Vygotsky's zone of proximal development. The results exceed effectiveness levels reported in previous interactive media studies, confirming the superior impact of modular board-based approaches with visual and interactive elements in mathematics education.
Co-Authors Agustina Tyas Asri Hardini Chanifah, Miftichatun Donaldson, Jonan Phillip Fiana, Rista Okta Fitri Wulandari Nopitasari, Liya Nur Hidayah Widyaningrum, Neni