The Effect of The SAVIR Model on Sixth-Grade Students’ Mathematical Communication Skill and Learning Motivation in Solid Geometry Concepts

Abstract

This study examined the effect of the SAVIR learning model, consisting of Case Study, Artificial Intelligence, Augmented Reality Visualization, Interaction, and Reflection, on sixth-grade students’ mathematical communication skills and learning motivation in three-dimensional geometry. A quantitative quasi-experimental pretest-posttest control group design was employed involving 43 sixth-grade students at SDN Kutowinangun 08 Salatiga, comprising 22 students in the experimental class and 21 students in the control class. The experimental class received instruction using the SAVIR model, whereas the control class was taught using Problem Based Learning (PBL). Data were collected using a mathematical communication test and a learning motivation questionnaire and analyzed using t-tests, a binomial proportion test, and simple linear regression. The two groups demonstrated comparable initial mathematical communication skills, with pretest means of 60.38 for the experimental class and 60.42 for the control class (p = 0.932). After the intervention, the experimental class obtained a mean posttest score of 81.09, compared with 72.28 in the control class, and the difference was statistically significant (p = 0.003). Furthermore, 90.9% of students in the experimental class achieved the minimum mastery criterion. Regression analysis indicated an R² of 0.433 for mathematical communication skills (p < 0.001) and an R² of 0.202 for learning motivation (p = 0.036). These findings indicate that SAVIR was associated with higher mathematical communication performance and learning motivation in three-dimensional geometry learning. Nevertheless, further studies involving larger samples and multiple schools are needed to confirm the effectiveness and generalizability of the model.