Cognitive Outcomes through SAVI-Based Learning: An Experimental Comparison of Demonstration and Hands-On Methods Mediated by Critical Thinking Skills
DOI:
https://doi.org/10.64780/jole.v1i4.132Keywords:
Cognitive Skills, Critical Thinking, Demonstration Method, Experimental Design, SAVI Learning ModelAbstract
Background: Physics learning in secondary education is often teacher-centered, limiting students' cognitive engagement and critical thinking development. Traditional instructional methods may hinder students’ ability to explore physical concepts through direct experience, especially on contextual topics such as work and energy. To address these pedagogical limitations, integrating multi-sensory and student-active models like SAVI (Somatic, Auditory, Visualization, Intellectually) presents a promising alternative.
Aims: This study aims to investigate the effectiveness of the SAVI learning model implemented through two instructional methods—experimentation and demonstration—on students’ cognitive performance in Physics, moderated by their critical thinking ability.
Methods: A quasi-experimental research design with a 2x2 factorial framework was employed. The study involved 70 tenth-grade students from SMAN 1 Sukoharjo, divided into experimental and control groups using cluster random sampling. Cognitive and critical thinking abilities were assessed using validated instruments, and data were analyzed using two-way ANOVA with unequal cell frequency.
Result: Findings revealed: (1) No significant difference in students' cognitive outcomes between the experimental and demonstration methods (F = 0.086, p > 0.05); (2) A significant effect of students’ critical thinking levels on cognitive outcomes, with higher critical thinkers outperforming lower ones (F = 54.39, p < 0.05); (3) No significant interaction effect between teaching methods and critical thinking skills on cognitive performance (F = 0.7919, p > 0.05).
Conclusion: While the instructional method (experiment vs. demonstration) alone did not significantly affect cognitive performance, students with higher critical thinking skills consistently showed superior learning outcomes, regardless of the teaching method applied. This suggests that fostering students' internal dispositions, especially critical thinking, plays a more pivotal role in Physics learning than the mere selection of instructional delivery. Consequently, Physics educators should prioritize strategies that cultivate critical thinking alongside adopting engaging learning models such as SAVI. These findings contribute to the growing body of evidence on differentiated instruction and support the integration of learner-centered pedagogies in STEM education globally.
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