The Effect of the Savi Learning Model on the Mathematical Problem-Solving Ability of Elementary School Students is Reviewed from the Perspective of Creative Thinking Skills

The logical, systematic, and analytical thinking skills developed through mathematics become the basis for decision-making and problem-solving in various fields. Despite its important role, mathematics learning in elementary schools still faces various challenges. This study aims to determine the difference in the influence of the SAVI learning model and the Direct Learning learning model on the mathematical problem-solving ability of grade V elementary school students. This study uses a quantitative approach with a 3x2 factorial type quasi-experiment design. The results of this study show that the SAVI learning model is more effective in improving students' mathematical problem-solving skills compared to the Direct Learning learning model. This can be seen from the results of the posttest, where the average score of students using the SAVI model reached 78.4 with a standard deviation of 7.8, while the Direct Learning group only achieved an average score of 72.1 with a standard deviation of 8.3. The results of the t-test showed a significant difference between the two groups (t = 3.214, p = 0.002), which proved that sensory, affective, visual, and intellectual activity-based approaches can improve comprehension and problem-solving skills more effectively compared to conventional learning. In addition, this study also shows that creative thinking skills have a significant influence on mathematical problem-solving skills. Students with high creativity had an average posttest score of 82.3, much higher than the medium (76.5) and low (68.9) creativity groups. The results of the ANOVA test showed significant differences between groups (F = 5.678, p = 0.001), which proved that the higher a person's creative thinking skills, the better their ability to solve mathematical problems.