Ahwy Oktradiksa, Ari Suryawan, Purwono Hendradi, Asri Budiningsih, Insih Wiludjeng
Educational transformation triggers technological developments, particularly in the disruptive 4.0 era, where conventional education models no longer appear very significant. Current learning models consider student engagement with respect to determining the areas of competence and learning needs towards confronting the challenges of a fast-paced and unpredictable world. Therefore, the purpose of this research is to expand the creative capacity of MI/SD classroom teachers in SAVI training model, using teaching aids based on contextual science learning. The research problems encompasses students' minimal learning achievement and motivation, mainly due to teachers' incompetence, such as poor science learning, low creativity from exploring material contextually, ineffective use of media assistance and learning kits, limited qualifications as well as inadequate technology support and capacity development. As a consequence, a quantitative approach involving exploratory factor analysis (EFA) was applied with validity, reliability and correlation tests on the primary data. This technique also included problem formulation and variable identification, matrix development of the applied variables, factor selection (extracted) using the rotation method and rotational yield factor interpretation. Furthermore, a total of 40 MI/SD classroom teachers served as respondents in the training process and the SAVI model feasibility validation. © 2023 Author(s).
Muhammadiyah University of Magelang, Central Java, Magelang, Indonesia; Yogyakarta State University, Yogyakarta, Indonesia
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