Improving Students' Mathematical Conceptual Understanding and Learning Engagement through the Somatic, Auditory, Visual, and Intellectual (SAVI) Learning Model Assisted by the Canva Application
Abstract
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.
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References
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Nurhasanah, Hopeman, T. A., & Jakfar, A. E. (2024). Kajian Literatur Review: Penerapan Model Pembelajaran Savi sebagai Upaya Meningkatkan Pemahaman Siswa Sekolah Dasar. Jurnal BELAINDIKA (Pembelajaran Dan Inovasi Pendidikan), 6(2), 172–184. https://doi.org/10.52005/belaindika.v6i2.236
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Panjaitan, C. D., & Sinambela, P. N. J. M. (2023). Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbantuan Media Audiovisual untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa di SMP Swasta R.A Kartini Tebing Tinggi. Journal on Education, 5(2), 5016–5025. https://doi.org/10.31004/joe.v5i2.1212
Rahmatullah, R., Inanna, I., & Ampa, A. T. (2020). Media Pembelajaran Audio Visual Berbasis Aplikasi Canva. Jurnal Pendidikan Ekonomi Undiksha, 12(2), 317–327. https://doi.org/10.23887/jjpe.v12i2.30179
Ramadhani, N. R., Nufus, H., & Mahmuzah, R. (2025). Analisis Pemahaman Konsep Matematis Siswa Pada Materi Matriks Melalui Tes Diagnostik Three Tier Multiple Choice. Jurnal Pendidikan Matematika Malikussaleh, 5, 213–220. https://doi.org/10.29103/jpmm.v5i2.19824
Rubiyanti, D., & Novianti. (2025). Peningkatan Pemahaman Konsep Matematika melalui Media Interaktif Berbasis Canva pada Siswa Sekolah Dasar. JADIKA:Jurnal Pendiidkan Guru Sekolah Dasar, 1, 44–51. https://jurnal.lppmamanah.org/index.php/jadika/article/view/35
Safetra, E. W. (2024). Penerapan Strategi Pembelajaran Afektif Model Value Clarification Tecnique (VCT) Untuk Meningkatkan Nilai-Nilai Kebaikan. 03(03), 365–376. https://journal.an-nur.ac.id/index.php/unisanjournal/article/view/2442
Soesana, A., Subakti, H., Karwanto, Fitri, A., Kuswandi, S., Sastri, L., Falani, I., Aswan, N., Hasibuan, F. A., & Lestari, H. (2023). Metodologi Penelitian Kuantitatif (A. Karim (ed.)). Yayasan Kita Menulis.
Sonjaya, R. P., Aliyya, F. R., Naufal, S., & Nursalman, M. (2025). Pengujian Prasyarat Analisis Data Nilai Kelas: Uji Normalitas dan Uji Homogenitas. Jurnal Pendidikan Tambusai, 9(1), 1627–1639. https://jptam.org/index.php/jptam/article/view/24426
Sukarelawa, M. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs Stacking Analisis Perubahan Analisis Perubahan Abilitas Peserta Didik Dalam Desain One Group Pretest-Posttest. Suryacahya.
Triyono, A., Fatmawati, A., & Nuryadi. (2024). Systematic literature review : implementation of SAVI learning model ( somatic , auditory , visual , and intellectual ) to improve students ’ ability to understand concepts and actively learn mathematics. JJurnal Mercumatika: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 9(1), 50–56. https://doi.org/10.26486/jm.v8i2.4519
Umam, M. A., & Zulkarnaen, R. (2022). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Dalam Materi Sistem Persamaan Linear Dua Variabel. Jurnal Educatio, 8(1), 303–312. https://doi.org/10.31949/educatio.v8i1.1993
Ummah, U. M., Hidayati, Y., & Qomaria, N. (2023). Analisis Keaktifan dan Hasil Belajar Siswa Melalui Model Pembelajaran SAVI Berbantuan Audio-Visual. 6(3), 127–134. https://doi.org/10.21107/nser.v6i3.5573
Weroh, M. V. C., & Marhaeni, N. H. (2026). Pengaruh Metode Gamifikasi terhadap Keaktifan Belajar Matematika Siswa. 10(1), 3828–3835. https://doi.org/10.31004/jptam.v10i1.36674
Amin, & Sumendap, L. Y. S. (2022). 164 Model Pembelajaran Kontemporer. Pusat Penerbit LPPM Universitas Islam 45, Bekasi.
Ammar, N. F. (2024). Kemampuan Pemahaman Konsep Matematis Siswa SMA / MA Melalui Penerapan Model Pembelajaran Learning Cycle 5E. Journal Of Educational Multidisciplinary Research, 3(1), 1–13. https://doi.org/10.56921/jumper.v3i1.173
Apsoh, S., Setiawan, A., & Rita, R. (2023). Pengaruh Model Pembelajaran SAVI (Somatic, Aiditory, Visual, Intelektual) Terhadap Kemampuan Pemahaman Matematis Siswa Kelas V. JUPEIS : Jurnal Pendidikan Dan Ilmu Sosial, 2(1), 105–114. https://doi.org/10.57218/jupeis.vol2.iss1.543
Eriawan, D., & Putra, L. V. (2025). Pengaruh Model Pembelajaran Savi Berbantuan Cafas terhadap Pemahaman Konsep Siswa. Janacitta: Jpurnal of Primary and Children’s Education, 8(1), 45–52. https://doi.org/10.35473/janacitta.v8i1.3862
Fadhillah, A., Prabowo, A. E., & Marliati, L. (2024). Pengaruh Minat Belajar Yang Dikontrol Oleh Waktu Belajar Terhadap Keaktifan Belajar Siswa SMA Negeri 1 Rengat The Influence of Learning Interest Controlled By Study Time On The Learning Activeness of Students at SMA Negeri 1 Rengat. 15(2), 199–208. https://journal.uir.ac.id/index.php/Perspektif/article/view/19626/7274
Fitriyana, N., Ningsih, K., & Panjaitan, R. G. P. (2020). Penerapan Model Pembelajaran Savi Berbantuan Media Flashcard Untuk Meningkatkan Aktivitas Dan Hasil Belajar. Edukasi: Jurnal Pendidikan, 18(1), 13–27. https://doi.org/10.31571/edukasi.v18i1.1667
Hendriana, H., Rohaeti, E. E., & Sumarmo, U. (2017). Hard Skills dan Soft Skills Matematik Siswa (N. F. Alif (ed.)). PT. Refika Aditama, Bandung.
Hidayah, F. N., & Munandar, D. R. (2024). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Dalam Menyelesaikan Soal Cerita Pada Materi Aljabar. 6(April), 124–130. https://ejournal.unma.ac.id/index.php/dm/article/view/9097/4830
Husna Fadillah, J., Sagala, P., Syahri Nasution, A., Hidayat, & Hutasoit, S. (2025). Meningkatkan Keaktifan Belajar Matematika Siswa Melalui Model Problem Based Learning (PBL) Dengan Pendekatan Culturally Responsive Teaching (CRT). Journal Mathematics Education Sigma), 6(1), 91–107. https://doi.org/10.30596/jmes.v6i1.21235
Linggasari, A., Koswara, U., April, U. S., Info, A., Pemahaman, K., Matematis, K., Koswara, U., Matematika, P., Sebelas, U., & Sumedang, A. (2023). Penerapan Model Pembelajaran Somatic- Auditory-Visualization-Intellectually (SAVI) untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis. PI-MATH: Pendidikan Matematika Sebelas April, 1(2), 1–10. https://ejournal.unsap.ac.id/index.php/pi-math/article/view/673
Mardianto, Y., Azis, L. A., & Amelia, R. (2022). Menganalisis Respon Siswa Terhadap Pembelajaran Materi Perbandingan dan Skala Menggunakan Pendekatan Kontekstual. Jurnal Pembelajaran Matematika, 5(5), 1313–1322. https://doi.org/10.22460/jpmi.v5i5.1313-1322
Nurhasanah, Hopeman, T. A., & Jakfar, A. E. (2024). Kajian Literatur Review: Penerapan Model Pembelajaran Savi sebagai Upaya Meningkatkan Pemahaman Siswa Sekolah Dasar. Jurnal BELAINDIKA (Pembelajaran Dan Inovasi Pendidikan), 6(2), 172–184. https://doi.org/10.52005/belaindika.v6i2.236
OECD. (2023). PISA 2022 Results: The State of Learning and Equity in Education: Vol. I. OECD, Paris. https://doi.org/10.1787/53f23881-en
Pangestu, K. A., Ramadhina, A. L., Faradillah, A., & Siswanto, R. D. (2021). Kemampuan Pemahaman Konsep Siswa dalam Menyelesaikan Soal Matematika Ditinjau dari Gender pada Sekolah Menengah Kejuruan. Seminar Nasional Pendidikan Matematika Universitas Pattimura, 2, 22–34. https://garuda.kemdiktisaintek.go.id/documents/detail/2612733
Panjaitan, C. D., & Sinambela, P. N. J. M. (2023). Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbantuan Media Audiovisual untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa di SMP Swasta R.A Kartini Tebing Tinggi. Journal on Education, 5(2), 5016–5025. https://doi.org/10.31004/joe.v5i2.1212
Rahmatullah, R., Inanna, I., & Ampa, A. T. (2020). Media Pembelajaran Audio Visual Berbasis Aplikasi Canva. Jurnal Pendidikan Ekonomi Undiksha, 12(2), 317–327. https://doi.org/10.23887/jjpe.v12i2.30179
Ramadhani, N. R., Nufus, H., & Mahmuzah, R. (2025). Analisis Pemahaman Konsep Matematis Siswa Pada Materi Matriks Melalui Tes Diagnostik Three Tier Multiple Choice. Jurnal Pendidikan Matematika Malikussaleh, 5, 213–220. https://doi.org/10.29103/jpmm.v5i2.19824
Rubiyanti, D., & Novianti. (2025). Peningkatan Pemahaman Konsep Matematika melalui Media Interaktif Berbasis Canva pada Siswa Sekolah Dasar. JADIKA:Jurnal Pendiidkan Guru Sekolah Dasar, 1, 44–51. https://jurnal.lppmamanah.org/index.php/jadika/article/view/35
Safetra, E. W. (2024). Penerapan Strategi Pembelajaran Afektif Model Value Clarification Tecnique (VCT) Untuk Meningkatkan Nilai-Nilai Kebaikan. 03(03), 365–376. https://journal.an-nur.ac.id/index.php/unisanjournal/article/view/2442
Soesana, A., Subakti, H., Karwanto, Fitri, A., Kuswandi, S., Sastri, L., Falani, I., Aswan, N., Hasibuan, F. A., & Lestari, H. (2023). Metodologi Penelitian Kuantitatif (A. Karim (ed.)). Yayasan Kita Menulis.
Sonjaya, R. P., Aliyya, F. R., Naufal, S., & Nursalman, M. (2025). Pengujian Prasyarat Analisis Data Nilai Kelas: Uji Normalitas dan Uji Homogenitas. Jurnal Pendidikan Tambusai, 9(1), 1627–1639. https://jptam.org/index.php/jptam/article/view/24426
Sukarelawa, M. I., Indratno, T. K., & Ayu, S. M. (2024). N-Gain vs Stacking Analisis Perubahan Analisis Perubahan Abilitas Peserta Didik Dalam Desain One Group Pretest-Posttest. Suryacahya.
Triyono, A., Fatmawati, A., & Nuryadi. (2024). Systematic literature review : implementation of SAVI learning model ( somatic , auditory , visual , and intellectual ) to improve students ’ ability to understand concepts and actively learn mathematics. JJurnal Mercumatika: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 9(1), 50–56. https://doi.org/10.26486/jm.v8i2.4519
Umam, M. A., & Zulkarnaen, R. (2022). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Dalam Materi Sistem Persamaan Linear Dua Variabel. Jurnal Educatio, 8(1), 303–312. https://doi.org/10.31949/educatio.v8i1.1993
Ummah, U. M., Hidayati, Y., & Qomaria, N. (2023). Analisis Keaktifan dan Hasil Belajar Siswa Melalui Model Pembelajaran SAVI Berbantuan Audio-Visual. 6(3), 127–134. https://doi.org/10.21107/nser.v6i3.5573
Weroh, M. V. C., & Marhaeni, N. H. (2026). Pengaruh Metode Gamifikasi terhadap Keaktifan Belajar Matematika Siswa. 10(1), 3828–3835. https://doi.org/10.31004/jptam.v10i1.36674
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