The SAVI Learning Model and the 21st Century Skills: Developing Critical Thinking, Collaboration, and Creativity in Students Vocational High School

  • Taufiq Natsir Department of Civil and Planning Engineering Education, Universitas Negeri Makassar, Makassar 90224, Indonesia
  • A. Ramli Rasyid Department of Mechanical Engineering Education, Universitas Negeri Makassar, Makassar 90224, Indonesia
  • Samuel Akpan Bassey Department of Philosophy, University of Calabar, Calabar South 540281, Cross River, Nigeria
Keywords: Auditory Learning, Intellectual Learning, Somatic Learning, Visual Learning


The use of the SAVI learning model offers a more effective alternative in improving student learning outcomes by understanding individual learning preferences and providing learning strategies that follow the objectives of this study, namely to evaluate the use of the SAVI learning model for vocational high school students. The research approach used in this study is quantitative, using numbers and statistical analysis. The research design used was pre-experimental in a one-group pretest-posttest design. The present research study focused on the student population enrolled in vocational high schools in Makassar, Indonesia. Purposive sampling was used to select the most suitable sample for achieving the research objectives. The sample size consisted of 30 students, 25 of whom were male and five females. The SPSS Program enters data, performs statistical analysis, and visualizes the research results. The hypothesis test is tested at a significance level of 5% or 0.05. The results of testing the hypothesis using the SPSS application with the paired sample t-test data analysis technique obtained a significance of 0.000 where 0.000 < 0.05, which means that H0 is rejected and H1 is accepted. The analysis results prove that student learning outcomes (post-test) have increased compared to (pre-test). The SAVI learning model is more efficacious than traditional learning approaches, as it affords students a more engaging, enjoyable, and enduring educational encounter. It can serve as a pragmatic substitute for enhancing the caliber of education and students' academic achievements.


J. D. Edgerton, L. W. Roberts, and S. von Below, “Education and quality of life,” Handb. Soc. Indic. Qual. life Res., pp. 265–296, 2011.

C. E. Ross and M. Van Willigen, “Education and the subjective quality of life,” J. Health Soc. Behav., pp. 275–297, 1997.

K. Robinson and J. R. Lee, Out of our minds. Wiley Online Library, 2011.

Y. Sayed and R. Ahmed, “Education quality, and teaching and learning in the post-2015 education agenda,” Int. J. Educ. Dev., vol. 40, pp. 330–338, 2015.

C. A. Tomlinson, “Deciding to teach them all,” Educ. Leadersh., vol. 61, no. 2, pp. 6–11, 2003.

C. A. Tomlinson and C. C. Eidson, “Differentiation in practice: A resource guide for differentiating curriculum grades 5–9. Alexandria.” VA: Association for Supervision and Curriculum Development, 2003.

D. A. Kolb, Experiential learning: Experience as the source of learning and development. FT press, 2014.

H. E. Gardner, Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK, 2000.

J. F. Pane, E. D. Steiner, M. D. Baird, and L. S. Hamilton, “Continued Progress: Promising Evidence on Personalized Learning.,” Rand Corp., 2015.

L. S. Vygotsky, The collected works of LS Vygotsky: The fundamentals of defectology (abnormal psychology and learning disabilities). Springer Science & Business Media, 2012.

M. C. Nussbaum, “Education and democratic citizenship: Capabilities and quality education,” J. Hum. Dev., vol. 7, no. 3, pp. 385–395, 2006.

G. Psacharopoulos and H. A. Patrinos, “Returns to investment in education: a decennial review of the global literature,” Educ. Econ., vol. 26, no. 5, pp. 445–458, 2018.

OECD, Synergies for better learning: An international perspective on evaluation and assessment. OECD, 2013.

J. E. Ormrod and B. D. Jones, “Essentials of educational psychology: Big ideas to guide effective teaching,” 2012.

R. J. Sternberg, Handbook of intelligence. Cambridge University Press, 2000.

N. D. Fleming and C. Mills, “Not another inventory, rather a catalyst for reflection,” To Improv. Acad., vol. 11, no. 1, pp. 137–155, 1992.

R. Dunn and K. J. Dunn, Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Prentice Hall, 1993.

R. Dunn and K. J. Dunn, Teaching students through their individual learning styles: A practical approach. Reston, 1978.

R. Dunn, K. Dunn, and G. E. Price, “Learning style,” J. Educ. Strateg., vol. 82, 2009.

R. Dunn and S. A. Griggs, Practical approaches to using learning styles in higher education. Greenwood Publishing Group, 2000.

A. F. Gregorc, “Style as a symptom: A phenomenological perspective,” Theory Pract., vol. 23, no. 1, pp. 51–55, 1984.

C. A. Tomlinson, How to differentiate instruction in mixed-ability classrooms. Ascd, 2001.

L. Johnson, S. A. Becker, V. Estrada, and A. Freeman, NMC horizon report: 2015 library edition. The New Media Consortium, 2015.

A. P. Gilakjani and S. M. Ahmadi, “The effect of visual, auditory, and kinaesthetic learning styles on language teaching,” in International Conference on Social Science and Humanity, 2011, vol. 5, pp. 472–496.

W. B. Barbe and M. N. Milone, “Teaching through modality strengths: Look before you leap,” student Learn. styles brain Behav., pp. 54–57, 1982.

H. Helmiati and M. Ag, “Model Pembelajaran,” Aswaja Press., 2012.

U. Umayah and E. S. Mulyono, “Improvement of Activities of Science Practicum Results Through Use of SAVI Learning Model for Students,” in International Conference on Science and Education and Technology (ISET 2019), 2020, pp. 678–681.

L. Farokhah, A. Arisetyawan, and A. Jupri, “The effect of ethnomathematics-based SAVI (somatic, auditory, visualization, intelectually) approach on mathematical communication skill on geometry in elementary school,” Int. E-journal Adv. Educ., vol. 3, no. 9, pp. 534–543, 2017.

R. Widyastuti, B. S. Anggoro, H. S. Negara, M. D. Yuliani, and T. N. Utami, “Understanding mathematical concept: The effect of savi learning model with probing-prompting techniques viewed from self-concept,” in Journal of Physics: Conference Series, 2020, vol. 1467, no. 1, p. 12060.

D. Iskandar, A. Hamdani, and T. Suhartini, “Implemetation of model savi (somatic, audiotory, visualization, intellectual) to increase critical thinking ability in class IV of social science learning on social issues in the local environment,” J. Educ. Teach. Learn., vol. 1, no. 1, pp. 45–50, 2016.

D. Meier, The accelerated learning handbook: A creative guide to designing and delivering faster, more effective training programs. McGraw Hill Professional, 2000.

M. Hennink, I. Hutter, and A. Bailey, Qualitative research methods. Sage, 2020.

R. B. Johnson and L. Christensen, Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications, Incorporated, 2019.

J. W. Creswell and V. L. P. Clark, Designing and Conducting Mixed Methods Research, 3rd ed. Beverly Hills, CA: SAGE Publications, 2018.

J. Juhji, D. Anggraeni, and T. Fachmi, “Investigating Science Learning in Elementary Schools: Class Action Research on SAVI Learning Models,” Indones. J. Elem. Teach. Educ., vol. 2, no. 1, 2021.

M. R. D. W. Lestari, M. S. Sumantri, A. Supena, and R. Rahman, “A Comparative Study of Learning Models in Improving Reading Comprehension Skills in Elementary School,” Malaysian J. Soc. Sci. Humanit., vol. 7, no. 11, pp. e002128–e002128, 2022.

C. Alonzo, “Examining the Conditions for Student Well-Being and Whole Person Health with Mindfulness and Somatic-Based Learning,” 2022.

J. M. Smith and R. Mancy, “Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving–what do we mean by collaborative metacognition?,” Res. Math. Educ., vol. 20, no. 1, pp. 14–36, 2018.

T. E. Johnson, T. N. Archibald, and G. Tenenbaum, “Individual and team annotation effects on students’ reading comprehension, critical thinking, and meta-cognitive skills,” Comput. Human Behav., vol. 26, no. 6, pp. 1496–1507, 2010.

N. Simbolon, R. Silaban, and E. Simanjuntak, “The using of the SAVI Model to Improve Thematic Learning Outcomes in Elementary Students,” 2020.

A. Shoimin, Inovatif dalam Kurikulum 2013. Ar-Ruzz Media, 2014.

A. N. Istiqomah, I. Kurniawati, and A. N. Wulandari, “The implementation of somatic, auditory, visualization, intellectually (SAVI) learning approach to improve students’ attention toward mathematics learning,” in Journal of Physics: Conference Series, 2020, vol. 1563, no. 1, p. 12033.

I. A. P. Sari, T. Martono, and H. Sawiji, “The Development of Learning Media Website Based toward SAVI Approach in Online Marketing Subjects to Improve Students’ Learning Achievement at Vocational High School State in Sukoharjo,” Int. J. Educ. Soc. Sci. Res., vol. 2, no. 06, pp. 113–125, 2019.

A. N. Dapa, H. Muchtar, and Z. Syahrial, “SAVI Learning Model for Students with Reading Difficulties,” in 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 2019, pp. 355–358.

How to Cite
T. Natsir, A. R. Rasyid, and S. A. Bassey, “The SAVI Learning Model and the 21st Century Skills: Developing Critical Thinking, Collaboration, and Creativity in Students Vocational High School”, Int. J. Environ. Eng. Educ., vol. 5, no. 1, pp. 27-34, Apr. 2023.
Research Article