Implementing Non-Experimental Hands-On Activities Using SAVI Approach in Learning Chemistry to Improve Students' Interest and Multiple Intelligences

Abstract

Students’ interest in learning chemistry is low, and experimental activities in learning chemistry are rare, whereas laboratory activities can actually be activities that attract students. Responding to these problems and conditions, a study focusing on the implementation of non-experimental hands-on activities using Somatic, Auditory, Visual, and Intellectual (SAVI) approach to improve students’ interest, mastery of Hydrocarbon concept, and students’ multiple intelligences become an alternative of student centred learning activities. It was a Classroom Action Research (CAR). The subjects were 33 eleventh grade students of SMAN 4 Banjarmasin, Indonesia. The data were collected using achievement test, questionnaire of students’ interest, multiple intelligence test, and observation sheet. The data were then analyzed using descriptive and percentage techniques. The results showed that by applying student activities based on SAVI approach in 3 learning cycles, the problem of students' low interest on chemistry can be overcome. Students’ interest in learning chemistry using nonexperimental hands-on activities using SAVI approach was high. It was as much as 81.80% to 96.97% of the students responded positively to the implementation of the learning approach. The students' concept understanding on Hydrocarbon material increased as much as 12.70% from cycle 1 to cycle 3. The implementation of the non-experimental hands-on activities using SAVI approach in these 3 cycles was able to increase all types of multiple intelligences ranging from .13% to 14.72%. The highest multiple intelligences improvement were interpersonal and visual spatial which increased 14.72% and 4.73% respectively.