Revealed the Effect of Savi Learning Model using Powtoon

Animation Media on Learning Results

Ivo Selvia Agusti

and Noni Rozaini

Faculty of Economics, Universitas Negeri Medan, Medan -Indonesia

Keywords: SAVI Learning Model Using Powtoon Animation Media, Conventional Learning Method, Learning

Outcomes

Abstract: This study aims to determine the effect of the SAVI learning model using powtoon animation media on the

learning outcomes of students of SMKN 7 Medan Academic Year 2018-2019. sample was taken by

purposive sampling, so that the class XI-PM1 was chosen as the experimental class with the number of

students 34 people taught with the SAVI learning model using powtoon animation media and XI-PM2 class

as the control class with 34 students taught with the learning model conventional.The results showed that

the learning outcomes taught by the SAVI learning model using powtoon animation media were higher than

students' learning outcomes taught by conventional methods. Statistical test results show student learning

outcomes with SAVI learning model using powtoon animation media is a pre-test of 45.58, Standard

Deviation = 18.65 and post-test is 78.97, Standard Deviation = 12.41, while student learning outcomes using

conventional methods are pre-test for 46.76, Standard Deviation = 16.46 and post-test at 65.88, Standard

Deviation = 10.69. The results of testing the hypothesis obtained by t_ (count)> t table is 6.48> 1.668 at

95% significance level and α = 0.05Based on the results of the analysis and statistical test data and

discussion, it can be concluded that there is a positive and significant instructor of the SAVI learning model

using powtoon animation media on the results of learning the merchandise structuring of students of Medan

7 SMKN Academic Year 2018-2019.

1 INTRODUCTION

The development and rapid growth in various

aspects of life requires the availability of human

resources with knowledge and skills so as to support

the development and growth itself. Superior human

resources will lead a nation to be developed and able

to compete globally. Education is an important tool

in preparing human resources to be able to face the

era of globalization and industrialization. Through

education, quality human resources can be produced

that can realize national development and be able to

compete against the challenges of advancing the

times.

One of the goals of education is to help students

develop their potential to become members of the

community who have academic or professional

abilities that can apply and develop science and

technology. Law No. 20 of 2003 concerning the

national education system states,

National education serves to develop the ability

and shape the character and civilization of the

nation's dignity in order mencerdasakan life of the

nation, is aimed at developing students' potentials in

order to become a man of faith and fear of God

Almighty, noble, healthy, knowledgeable, skilled,

creative, independent and become a democratic and

responsible citizen.

The purpose of education can be achieved if the

education process has been well systemized. One

important part of the educational process that can

support the achievement of educational goals is the

learning process. A quality learning process will also

produce quality education graduates. Factors that

influence the learning process include teachers and

students. In the learning process the teacher and

students make reciprocal relationships that are

educational in order to achieve the learning

objectives. The reciprocal relationship requires

students to be more active while the teacher acts as a

mentor, manager and facilitator in the learning

Agusti, I. and Rozaini, N.

Revealed the Effect of Savi Learning Model using Powtoon Animation Media on Learning Results.

DOI: 10.5220/0009493600770082

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 77-82

ISBN: 978-989-758-432-9

process. Thus the teachers are required to present

learning materials, prepare a variety of media, as

well as using a learning approach that enables the

creation of an atmosphere of active learning,

interesting, fun and motivating students to learn and

conduct a proper evaluation in order to improve

education.

But the reality in the field is different, learning

activities that should be active, interesting, creativity

and bright ideas are less visible. The learning

process is still centered on the teacher (Teacher

Centered) that the learning activities are dominated

by teachers, presentation of the material is still often

done with the lecture method, and students are still

low engagement in learning activities. Where the

mind of a child is considered a blank white paper

that is clean and ready to wait for the graffiti of his

teacher. In other words, children are considered

empty bottles that are ready to be filled with all

knowledge by their teachers.

This can be seen from the average score of

students' replication in the subject of marketing class

XI merchandise structuring (PM). In accordance

with the KKM that has been established in schools if

student learning outcomes <70 then students do not

meet the KKM. Students who complete 41 and those

who do not complete 56 students

Many factors influence student learning

outcomes, including those that can come from

within students (internal factors) and from outside

students (external factors). According to Slameto

(2013: 54) one of these factors is the teaching

method used by the teacher as one of the external

factors that influence student learning so that student

learning outcomes are not low.Of the many

difficulties and obstacles faced by students of

SMKN 7 Medan Class XI Marketing in mastering

learning and researchers assume based problems that

occur, it takes effort to improve student learning

outcomes with a better learning design, thus the

teacher is required to choose a model or learning

media that suits the character and needs of students.

Rusman (2012: 133) argues that learning models can

be used as a choice pattern, meaning that teachers

may choose an appropriate and efficient learning

model to achieve educational goals.

2 THEORICAL FRAMEWORK

Learning Model

To overcome various problems in the

implementation of learning, of course we need

models that are considered able to overcome the

difficulties of teaching teachers and also the

difficulties of students . Through the teaching model,

the teacher has the task of stimulating and improving

the course of the learning process. The learning

model and process will explain the meaning of

activities carried out by educators and students

during the teaching and learning process and

students can respond more quickly to the material

provided.

Istarani (2012: 1) states "The learning model is a

whole series of presentation of teaching materials

that cover all aspects before the medium and after

learning conducted by the teacher and all related

facilities used directly or indirectly in the teaching

and learning process".Istarani and Pulungan (2015:

271) stated "The learning model is a plan or pattern

that we can use to design face to face class or study

outside the classroom and to arrange learning

material". Lubis (2015: 20) said "The learning model

is the whole design or design of the delivery of

learning material covering all aspects and facilities

used in the teaching and learning process".

This study tries to overcome learning problems

with SAVI learning models (Somatic, Auditory,

Visual, and Intellectual). Is a learning model that

focuses on the active use of sensory devices both

body activity, listening activities, viewing activities,

and active activities in the brain that can provide

learning experiences for students. SAVI learning

consists of 4 characteristics, namely: Somatic

(learning by doing and moving); Auditory (learning

by speaking and listening); Visual (learning by

observing and drawing) Intellectual (learning by

solving problems and thinking). This means that

students in the classroom do not just sit quietly

listening to explanations that are dominated by the

teacher, but also active during the learning process.

In addition to the right learning model, media is

also needed that supports the SAVI learning model

to attract students' attention and make students more

active so they do not feel bored. Media is one of the

learning resources in learning activities that can

deliver the material on target, including one of them

is an animation made with powtoon animation

software. This media was chosen because according

to the character of students who will pay attention to

something that they consider new and can attract

attention can also be used in understanding learning

material more easily. Hamdani (2011: 244) states

that "In addition to generating motivation and

interest in students, learning media can also help

students improve understanding, present data with

interesting and reliable, easy to interpret data and

condense information". The following picture is a

postoon animation that will be used in research.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

Figure 1: Display of Powtoon Animation

3 RESEARCH METHOD

This research was carried out at Medan 7 Vocational

High School which is located at Jl. STM No.12 E,

Sitirejo II, Medan Amplas, Medan City. The

research is carried out in the event of the 2018/2019

Academic Year semester.The population in this

study were all students of Class XI Marketing at

SMK 7 Medan and in 201/2019 Academic Year

which amounted to 100 out of 3 classes. While the

sample was taken by purposive sampling totaling 68

students. The instrument used to collect data is a

multiple choice test.

Before this research was conducted, the

researchers first tested the tests in the form of

validity test, reliability test, different test power and

the level of difficulty of the test. The questions were

found to be valid 20 questions and 5 questions were

declared invalid and invalid. The questions were

considered to be null or discarded.

4 ANALYSIS

Homogeneity test is done to find out whether the

sample comes from the same or homogeneous

variance. Homogeneity test using the formula:

variancel smallest

variance Biges



test

From the results of the homogeneity test for the pre-

test value contained in Appendix 12, the following

data are obtained:

Table 1: Homogenitas Value Pre-Test dan Post-Test

Value Varians

Max

Varians

Min

count

table

Descriptio

Pre-

test

Value

3485,12 271,03 1,28 1,78 Homogen

Nilai

Post-

test

154,21 114,34 1,34 1,78 Homogen

Sumber : Data Olahan

Based on the table above obtained Fcount

<Ftable so that the conclusion is that all groups, both

the experimental group and the control group are

homogeneous or the sample comes from the same

variance.

After the data requirements are made, then the

research hypothesis is tested. Hypothesis testing is

carried out to find out whether there is influence of

the learning model applied to increasing the value of

the eyes of the arrangement of merchandise.

Therefore, t test was conducted to compare the post-

test scores in the experimental class and control

class.

Tabel 2: Uji Hipotesis

Data Class

Vari

ans

unt

tabl

Descr

iption

Post

-Test

Valu

Eksperi

ment

78,97 154,

6,4

1,6

Hipot

etion

acept

Control 65,88 114,

Source: Processed Data

From the calculation above obtained tcount of

6.48 and t table of 1.668, at the significance level α

= 0.05. After comparing the criteria for testing

hypotheses, tcount> t table is 6.48> 1.668.

Thus it can be concluded that "There is a positive

and significant influence on the use of SAVI

Learning Model. Using powtoon animation media

on the results of learning the merchandise

structuring of students of Medan 7 SMKN Academic

Year 2018-1919. Thus the hypothesis is acceptable.

The complete calculation can be seen in app endix

13.

5 RESULTS

This research is an experimental study by placing

research samples in two groups (classes), namely the

experimental class and the control class. The

experimental class was treated with the SAVI

learning model using powtoon animation media and

the control class was treated using conventional

methods. At the beginning of the research activity,

students were given to know the students' initial

abilities and at the end of the post-test to find out the

changes.

Revealed the Effect of Savi Learning Model using Powtoon Animation Media on Learning Results

This research was carried out in the class XI

MARKETING OF VOCATIONAL SCHOOL OF

Medan 7TH SCHOOL, 2018/2019. Which involves

two classes by giving different treatments to both

classes. Class XI PM-1 is used as an experimental

class which is treated with SAVI learning models

using powtoon animation media and class XI PM-2

is used as a control class given conventional learning

model treatment.

Before the lesson begins, a pre-test is held for the

two classes which aims to see the students 'initial

abilities in each class and post-test given to find out

the students' learning outcomes after being given

different treatment in both samples. Tests tested in

class XI PM-3 as many as 25 items in the form of

multiple choice with four answer choices, the results

of testing the validity of the test obtained as many as

20 questions that are declared valid and there are 5

items that are declared invalid this is due to the 5

items the problem is not too difficult this is because

when the 5th power test is no. 5, 10, 16, 21, 23 these

items have bad criteria or it is said that this problem

is not good to give to students to measure students'

ability to obtain learning outcomes of merchandise

structuring at SMKN 7 Medan Academic Year

2018-2019

The results of the pre-test obtained from both

classes have an average value for the experimental

class 45.58 with the description of 6 of 34 students

who passed the KKM score of 70 with a standard

deviation of 18.65, and the average value for the

control class. 46.76 with the description of 8 of 34

students stated to pass the KKM score with a

standard deviation value of 16.46. So it can be

concluded that the pre-test results that have been

tested on both to the class do not have a significant

difference, this means that before being given

different treatment to the two classes the students'

abilities are the same.

Furthermore, the two classes were given

different treatments, the experimental class used the

SAVI learning model using powtoon animation

media and the control class using conventional

methods. At the time the researcher conducted

research in the experimental class, at first

researchers experienced a little time consuming this

lesson because the researcher had to give

understanding to the students how the process of

learning activities proceeded using the SAVI

learning model using powtoon animation media.

During the ongoing learning process students can

actively participate in learning, although there are

still some students who still look confused because

they are not familiar with the learning model applied

by researchers. For the second day experiment the

researchers saw students who in the first experiment

tended to be less active seemed to start enjoying

both learning well and students were more active

than previous experiments.

After being given a different treatment for both

classes, the experimental class was given the

treatment of the SAVI learning model using

powtoon animation media and the control class with

the conventional model was given, then a post-test

was conducted to see how students' learning

outcomes changed. From the research obtained the

average value of the experimental class 78.97 with

29 of 34 students stated to pass the KKM score, and

the average value of the control class was 65.88 with

14 of 34 students stated to pass the KKM score.

From the results obtained it is clear that the learnin

outcomes obtained by students after the treatment is

given have increased compared to learning outcomes

before being treated.

Learning outcomes are a reflection of the level of

success or achievement of the objectives of the

learning process that has been carried out which at

its peak ends with an evaluation, learning is said to

be successful if the level of knowledge of students

increases from before, in order to achieve the

objectives of the learning process, the teacher must

be able to choose the teaching and learning

strategies appropriate for use in the teaching and

learning process. Rusman (2012: 133) argues that

learning models can be used as a choice pattern,

meaning that teachers can choose an appropriate and

efficient learning model to achieve learning goals

Learning SAVI embraces the flow of modern

cognitive science which states that the best learning

involves emotions, the whole body, all senses and all

the depth and personal breadth, respecting the

learning styles of other individuals by realizing that

people learn in different ways. Huda (2014: 284)

states that "Somatic is meant by Learning By Doing,

Auditory is meant by Learning By Hearing, Visual is

meant by Learning By Seeing, Intellectual is meant

by Learning By Thinking". SAVI is a learning

model that focuses on the active use of sense devices

both body activity, listening activities, viewing

activities, and active activities in the brain whose

application in the classroom students do not just sit

still and accept what is conveyed by the teacher, but

also students participate actively in learning so as to

provide learning experiences to students. SAVI

learning model which consists of several elements in

its application described above so that to be able to

fulfill the learning elements visually, it would be

nice if combined with powtoon animation media.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

Powtoon animation media is an alternative from

Ms. Powerpoint, a video presentation presentation

application consisting of a combination of motion,

sound, color, and image, where the purpose of

powtoon selection is as a learning medium that can

facilitate students in understanding the material

easily, and attract students' attention to the ongoing

presentation. Video presentations made from the

powtoon application to fulfill the elements of Visual

learning that contain instructional material for

display arrangement or product display in the eyes

of learning merchandise structuring. Ms. Powerpoint

has an elegant appearance, so in powtoon uses the

appearance of animated cartoons to make

presentations, therefore powtoon is good to use in

making percentages for learning activities because it

provides cartoon animation effects that are not found

in Ms. Powerpoint that can attract students' attention

to and can improve learning outcomes.

Based on the understanding stated above, the

SAVI learning model using powtoon animation

media is suitable to improve the learning outcomes

of merchandise structuring. This is supported by

previous research conducted by Hidayah (2016) who

conducted a study "The Influence of Learning

Models Make A Match Using Powtoon Animation

Media Against Economic Learning Outcomes of

SMAN 1 Kualuh Selatan 2015/2016 Academic

Year", there were significant differences in

experimental class learning outcomes and the

control class with the difference in the average value

of the two classes is 14.51. And the research

conducted by Nur who conducted the study "The

Influence of Word Squre and Somatic, Auditory,

Visualization, Intellectual (SAVI) Learning Models

on the Economic Learning Outcomes of New Class

X Students of Nurul Islam Indonesia High School

2015/2016 Academic Year" which had a significant

influence on economic learning outcomes.

Based on the learning outcomes shown from the

average value for both classes, the average value of

the experimental class is higher than the control

class or the experimental class learning outcomes are

higher than the control class. This shows that

learning the arrangement of merchandise using

powtoon animation media influences student

learning outcomes, where learning with SAVI

models using powtoon animation media students

learn to be easier, more fun and active for students to

understand learning material. This is because the

SAVI learning model using powtoon animation

media has the advantage of being able to increase

student activity in learning by involving all senses in

learning, and can easily understand learning material

because learning material is presented using

presentation videos made from powtoon applications

that can build themselves his knowledge through the

learning experience he experienced and the material

can be easily understood because the learning is

carried out independently by the students of the

researcher only as facilitators compared to

conventional models.

Based on the calculation to test the hypothesis

from the results of the post-test obtained tcount of

6.48 at the 95% confidence level the real level α =

0.05 with dk = (n_1-n_2) -2 = 66 obtained t table of

1.668. After comparing the criteria for testing

hypotheses, tcount> t table is 6.48> 1.668. This

means that the null hypothesis (H_0) is rejected and

the alternative hypothesis of research (H_a) is

accepted. Thus, it can be concluded that "There is a

positive and significant effect of the SAVI Learning

Model Using Powtoon Animation Media on the

learning outcomes of merchandise structuring of

students in Class XI Marketing SMKN 7 Medan

Academic Year 2018/2019 ".

Based on the results of the analysis and testing of

the data as well as the results of previous studies, the

researchers concluded that there was a positive and

significant influence on the use of SAVI learning

models using powtoon animation media on the

results of learning the merchandise structuring on

the monitoring material or display of class XI

Marketing products at SMK Medan 7 Academic

Year 2018/2019

Although this study has a significant influence

on the learning outcomes of students' merchandise

structuring, there are also weaknesses in this study,

namely: 1) students need guidance from the teacher

to do activities, 2) the right and left class is a bit

disturbed because students actively make noise

when activities take place.

6 CONCLUSIONS

Based on the results of the study and discussion, it

can be concluded that the learning outcomes of

merchandise structuring that are taught using SAVI

learning models using powtoon animation media are

positive and significant compared to the learning

outcomes of merchandise structuring using

conventional models in the XI Marketing-1 class of

SMK N 7 Medan Academic Year 2018/2019. This is

evidenced by the results of calculations to test the

hypothesis of the results of the post-test conducted

obtained tcount of 6.48 at a 95% confidence level

the real level α = 0.05 with dk = (n_1-n_2) -2 = 66

Revealed the Effect of Savi Learning Model using Powtoon Animation Media on Learning Results

obtained t table of 1,668. After comparing the

criteria for testing hypotheses, tcount> t table is

6.48> 1.668.

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UNICEES 2018 - Unimed International Conference on Economics Education and Social Science