Peningkatan Kemampuuan Pemahaman Konsep Matematis Dan Keaktifan Belajar Siswa Melalui Model Pembelajaran Somatic, Auditory, Visual, Intellectual (SAVI) Berbantuan Aplikasi Canva

Siti Barokah Purba
Mutia Fonna (Universitas Malikussaleh)
Nurul Afni Sinaga (Universitas Malikussaleh)

Jurnal Ilmiah Kanderang Tingang
Vol 17 No 2 (2026): Jurnal Ilmiah Kanderang Tingang

Students' mathematical conceptual understanding and learning engagement have not yet developed optimally. This condition is attributed to learning models and instructional media that do not actively involve students in the learning process. As a result, students have difficulty understanding mathematical concepts and are not actively engaged in classroom activities. One instructional approach that integrates physical activity, listening, observation, and intellectual engagement is the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model supported by the Canva application. This study aimed to determine the improvement in students' mathematical conceptual understanding and learning engagement through the implementation of the Canva-assisted SAVI learning model. The research employed a quasi-experimental method using a nonequivalent control group design. The population consisted of tenth-grade students at MAN Kota Lhokseumawe. The samples were selected using purposive sampling, with Class X-4 serving as the control group and Class X-3 as the experimental group. A questionnaire was used to measure students' learning engagement, while pretest and posttest data were used to assess their mathematical conceptual understanding. The results of the mathematical conceptual understanding test showed an Asymp. Sig. (1-tailed) value of 0.0115 < 0.05, indicating that the Canva-assisted SAVI learning model significantly improved students' mathematical conceptual understanding. However, the hypothesis test for learning engagement yielded an Asymp. Sig. (1-tailed) value of 0.378 > 0.05, indicating that the improvement in students' learning engagement through the Canva-assisted SAVI model was not significantly better than that achieved through conventional instruction. Furthermore, the N-Gain scores for both the experimental and control groups indicated only slight changes in learning engagement, suggesting that the difference in learning engagement improvement between the two groups was not statistically significant.