Pengaruh model savi berbantuan media pop up book terhadap kemampuan komunikasi matematis siswa kelas 4 sekolah dasar

Mathematics learning at schools has not directed their students to have Mathematics communication both to create habituation and to construct self-owned personal knowledge without using attractive learning media to have caused low Mathematics communication of students. Therefore, this research has purpose to find out (1) Mathematics communication of students whom joint SAVI learning model aided by Pop Up Book to reach passing grade scores, (2) Mathematics communication of students whom joint SAVI learning model aided by Pop Up Book havebetter Mathematics communication ability than expository learning, (3) Accomplished students proportion whom joint SAVI learning model aided by Pop Up Book is better than accomplished student proportionto those taught by expository learning, (4) The activity of students whom joint SAVI learning model aided by Pop Up Book positive influence on achievement in mathematics communication. This quasi eksperimental design was done at fourth grade of Cendono 6 Primary School, Dawe, Kudus in 2018/2019 academic year. Class IV A is eksperimental claass and IV B is control class. It was done in 5 meeting. In meeting 1 – 4, learning was done. Meanwhile in fifth meeting, Mathematics communication ability test was held. The independent variable in this research was SAVI model aided by Pop Up Book, meanwhile the dependent variable was Mathematics communication ability. The techniques of collecting data were test,documentation, and observation. The data analysis in this research is quantitative data. The result showed (1) Mathematics communication ability of students taught by SAVI model aided by Pop Up Book could reach minimum passing grade score. If it was seen from one sample t-test analysis result, it was gained P-value=0,001≤0,05, (2) Mathematics communication of students whom joint SAVI learning model aided by Pop Up Book was not better than Mathematics communication ability of students taught by expository learning. It was seen from t-test analysis of two independent samples. The score was P-value=0,1255 >0,025, (3) Accomplished students proportion whom joint SAVI learning model aided by Pop Up Book is less than equal to the accomplished student proportionto those taught by expository learning, seen from proportion test was 0,89 ≤1,64,(4) the activity of students whom joint SAVI learning model aided by Pop Up Book positive influence of achievement in mathematics communication, seen from the results obtained by linear regression analysis of the significancy 0,000