SAVI APPROACH IN LEARNING PROCESS WHILE USING THE ICT (INFORMATION AND COMMUNICATION TECHNOLOGY)
ICETA 8 || 8th International Conference on Educational Technology of Adi Buana Surabaya 29 Oktober 2016 || ISBN: 978-979-8559-98-3 Penerbit : University of PGRI Adi Buana Surabaya Penulis 1: Retno Danu Rusmawati Penulis 2: Zulidyana Dwi Rusnalasari
Nowadays, human’s life is dominated by ICT (Information and Communication Technology), for instance, if an event happens somewhere, the news about the event will be shared and spread out to everywhere within only a few minutes. Education, especially learning activity mostly influenced by cyber-world in the process as well as the results. As a result, ICT is used in the learning process, so that, the information can be shared to the students immediately. However, the learning process that used ICT need a suitable approach.
In order to find out the best approach, the researcher tend to focus on SAVI approach as a strategy while using the ICT. This study aims to determine whether SAVI approach is a suitable for the learning process using ICT. This research is a case study to find things that have to be designed in order to be eligible to ICT learning needs of students, and appropriate with the circumstances. There are several things that need to be implemented for learning using ICT with SAVI approach, there are : 1) It is necessary to contract the course as initial assistance and setting up the scaffolding as a guide along the course so that students get a reference to learn to use ICT appropriately. 2) Provide flexibility to work together in small groups to get feedback for ICT learning process, 3) The lecturers provide a supportive learning environment for SAVI and 4) Learning is designed to clearly indicate the structure of the course outlines.
keywords: SAVI Approach, Learning process, ICT
Kehidupan manusia kini didominasi TIK, satu detik kejadian sesuatu di tempat lain mampu disebarluaskan dan diinformasikan. Pendidikan khususnya pembelajaran terkena dampak sibermatika dalam proses dan hasil pembelajarannya. Berdasar hal tersebut maka TIK dimanfaatkan dalam pembelajaran sehingga kecepatan informasi dapat dikomunikasikan ke Mahasiswa. Pembelajaran memanfaatkan TIK diperlukan pendekatan yang cocok, untuk ini peneliti memilih pendekatan SAVI sebagai salah satu strategi pembelajaran memanfaatkan TIK. Penelitian ini bertujuan untuk mengetahui cocok tidaknya pendekatan SAVI dalam proses dan hasil pembelajaran memanfaatkan TIK. Penelitian ini bersifat studi kasus untuk menemukan beberapa hal yang harus didesain dalam pembelajaran TIK agar layak dengan kebutuhan mahasiswa, dan.situasi – kondisinya. Ada beberapa hal yang perlu dilaksanakan untuk pembelajaran memanfaatkan TIK dengan pendekatan SAVI adalah sebagai berikut: 1) Perlu adanya kontrak perkuliahan sebagai bantuan awal dan menyiapkan perancah sebagai pedoman sepanjang perkuliahan sehingga mahasiswa mendapatkan acuan belajar memanfaatkan TIK dengan tepat. 2) Memberi keleluasaan bekerjasama dalam kelompok-kelompok kecil untuk menerimadan memberikan tanggapan proses belajar secara TIK, 3) Dosen-dosen memberikan lingkungan belajar yang mendukung SAVI dan 4) Pembelajaran didesain dengan struktur jelas memuat Rancangan Pembelajaran Semester (RPS).
Kata kunci: Pendekatan SAVI, Pembelajaran, TIK
Human life is now dominated by ICT, a moment of something elsewhere happen, is easily shared and informed. Education is particularly affected by this cyber things, especially the learning process and the learning outcomes. Maximizing the positive impact as well as reducing the negative, we need strategies and techniques while we are dealing with information communication technologies (ICTs) in learning. In this study the researcher tried to apply SAVI (Somatic-Auditory-Visualization-Intellectualy) approach to use Information and Communication Technology (ICT) in learning process. Based on these conditions, ICT is used in learning so that the information can be communicated to students rapidly. Learning using ICT requires a suitable approach, for these reason, the researcher chose SAVI approach as a learning strategy. This study aims to determine the appropriateness of SAVI approach in the process of learning using ICT. This research is a case study to find several things that have to be designed in order to be eligible to ICT learning needs of students, and the circumstances.
SAVI is an acronym of Somatic-Auditory-Visualization-Intellectualy which adopted in Dave Meier (2005), claimed that learning based on activity means the students move actively-physically while they are learning. This activity involves all senses and mind during the learning process. However, the learning activity can not completed in instance by giving assignment, because the teacher should provide schedules or guidelines dealing with the assignments. These schedules will be the guidelines for the students to do intellectual activity as well as using their senses, Those step expected to produce a great impact on the process and learning outcomes.
SAVI is an acronym for Somatic-Auditory-Visualization-Intellectualy, this approach adopted by the researcher from Meier (Dave Meier, 2005) stating that the activity-based learning means moving physically active when learning, by involving the senses as much as possible and make the whole body as well as mind engaged in the learning process. However, learning is not automatically increased by just telling the students to complete the tasks given, but also prepare a set of schedule / references to guide students, so that they can get along with the intellectual activities and use all the senses. Those steps expected to produce a great impact on the process and learning outcomes.
Actually, Dave Meier (2005) is the initiator to complete the theory of learning style created by Bobbi De Porter, in his book (Quantum Learning) he emphasizes three capital of learning, there are visual capital, auditory capital and kinesthetic capital (somatic). each of the learning style has they own characteristic. 1) students with visual capital like to learn with pictures, graphics as well as drawing diagrams, reading words, lerning materials with words, watching movies, books, and posters; 2) students with physical learning (somatic) according to Collin Rose (2003), are learners that prefer to underlining text, scrawling, drawing, etc. So that, these students tend to have the practice learning by themselves. 3)Students with auditory learning prefer to read the keys of the text, record the text, gaining new information from oral explanation. Dave Meier also purpose the style of intellectual learning (2005), the learners who use their mind and intelligence to create connections, meanings, plans, values, and think over experiences. Furthermore, it means that intelligence is part of creating, thinking over, create meaning, and solving problems. These are the wisdom that use the mind to change experience to become a knowledge, as well as knowledge that becomes an understanding to make wisdom.
These are examples to create activities along with the style of learning:
|Style of Learning||Activities|
|Somatic||Student can move if they :
1. Make models of process or procedure
2. Create pictograph and peripheral
3. Show/ make a role play about process, system, as well as a concept
4. Gain experience, then tell or reflect to the class about it
5. Do the learning active training (simulation, games in learning and etc.)
6. Do a field studies, write the report and discuss about it
|Auditory||Starter Ideas to develop auditory tools for learning
1. Invite the student to read loudly reading text, such as a computer manual book
2. tell stories that have values related with the theme of learning
3. students asked to work in pairs and discuss the details as well as create the steps
4. Students asked to do skill practice or role playing a certain function by explain briefly and details about what they do 5. students asked to work in groups and discussing long term plans while finding solutions
|Visual||Things that we can do for visual learning process:
1. using pictures, metaphors, and analogies
2. provide presentable graphics
3. 3D tools as the teaching aid
4. dramatic non verbal language
5. lively stories
6. Pictograph creation by the students
7. field study
8. colorful decoration
9. icon or tools for works
|Intellectual||Intellectual aspects will be trained well if the teachers involve the students in these activities :
1. solve the problems
2. analyze experiences
3. do strategic plans
4. emphasize creative ideas
5. find and maintain the informaton
6. make the questions
7. apply new ideas for the work
8. create meaning (privately)
9. foresee implications of ideas
(adopted from http://roebyarto.multiply.com/journal/item/21)
- ICT (INFORMATION AND COMMUNICATION TECHNOLOGY)
UNIPA’s program : UNIPA SURABAYA goes to E-campus
E- Campus : a term that used by university which use ICT for academic activities
Activities in E-Campus :
- Distance learning (E-Learning/ Virtual Class)
- Online Test and evaluation
- Announcement for evaluation result, online student-teacher academic interaction (academic adviser)
Distance Learning (E-Learning/ Virtual Class) – 1
Distance Learning (E-Learning/ Virtual Class) – 2
Distance Learning (E-Learning/ Virtual Class) – 3
Distance Learning (E-Learning/ Virtual Class) – 3
Distance Learning (E-Learning/ Virtual Class)
The things that should be prepared:
- . Lecturer : – prepare the learning materials(Content).
– provide learning services to the students (user) by using ICT
b). User/students : – self motivated, willingness, and skill to deal with ICT
c). Provider (university/school) : – analysis of requirements for create E-Learning è SOP è ISO
Distance Learning need to prepare this for evaluation:
- Conventional Evaluation Learning (local user)
- Online evaluation
Optimization learning process as well as the outcome by using ICT which combined with SAVI Approach is a possible solution to maintain. This will have better result if the teachers and provider have prepared 1) class schedule and agreement as the milestone and guideline to be used in the whole year. This guideline will help students to use ICT as expected. 2) Give flexibility to work in small groups, feedback and comments for the class during the session or after the class over. 3) Teacher and provider (university) provide a SAVI supportive environment. 4)The learning materials and programs designed with explicit outcomes included E-Campus goal, as written in Basic Course Outline. These E-Campus program will be succeeded if these criteria fulfilled. These are : 1. Maximum use of technology. 2. information reachable access (anytime, anywhere). 3. Paperless (all document can be reached and downloaded). 4. Self access terminal. 5. Integrated System needed (user needed).
Kautsar, Irwan Alnarus. 2012. UNIPA SURABAYA goes to E-Campus. Surabaya: firstname.lastname@example.org
Meier, Dave. 1999. The Accelerated Learning Handbook : Panduan Kreatif dan Efektif Merancang Program Pendidikan dan Pelatihan. Terjemahan Rahmani Astuti. 2002. Bandung: Kaifa.
Miarso, Yusufhadi. 2012. Bejalar Terpadu ( Blended Learning) Dalam Pembelajaran Pasca Sarjana. Makalah disajikan dalam Seminar Nasional Transformasi Pembelajaran Menuju Pendidikan Masa Depan PPS S2 TEP UNIPA SBY, Surabaya, 7 April 2012.
Slavin, Leavey, & Madden. 1986. Cooperative Learning. (Online). http://
www.teachnology.com/currenttrends /cooperative-Learning/slavin Diakses, 9 Maret 2012
|1.||NAMA||Dr. RETNO DANU RUSMAWATI, S.Pd., M.Pd.|
|2.||NIK||0501452 / DY|
|3.||TEMPAT, TGL. LAHIR||NGANJUK, 1 AGUSTUS 1961|
|4.||PRODI||PPS TEKNOLOGI PENDIDIKAN UNIPA SURABAYA|
|5.||ALAMAT||KAMPUS II. JL. DUKUH MENANGGAL XII SURABAYA|
|email@example.com / firstname.lastname@example.org|
|1.||NAMA||ZULIDYANA D. RUSNALASARI, S.HUM, M.HUM|
|3.||TEMPAT, TGL. LAHIR||SURABAYA,19 AGUSTUS 1985|
|4.||FAKULTAS||FKIP NAROTAMA SURABAYA|
|5.||ALAMAT||JL. ARIF RAHMAN HAKIM NO.51|