Anak tunagrahita dalam proses pembelajaran bangun datar masih memiliki kesulitan dalam membedakan antara bentuk bangun datar dasar yaitu persegi, persegi panjang,segitiga dan lingkaran. Tujuan dari penelitian ini untuk menguji pengaruh pendekatan SAVI terhadap kemampuan mengenal bangun datar anak tunagrahita ringan. Metode penelitian yang digunakan adalah pendekatan kuantitatif jenis pre-eksperimental dengan desain one group pre test-post test. Hasil penelitian ini menunjukkan nilai rata-rata pre-test sebesar 32,83 dengan nilai terendah 24 oleh subjek LVS serta nilai tertinggi 53,5 oleh subjek BFR dan untuk nilai rata-rata post-test sebesar 61,67 dengan nilai terendah 22 oleh subjek IBM dan MCDA serta nilai tertinggi 87,75 oleh subjek BFR. Dari pengujian statistik wilcoxon macthed pairs dengan manual dan SPSS menunjukkan hasil yang sama dan signifikat yaitu T < Ttabel yaitu 3 < 6 maka Ho ditolak dan Ha diterima. Disimpulkan bahwa pendekatan SAVI (somathic, auditory, visually, intelectually) memiliki pengaruh terhadap kemampuan mengenal bangun datar siswa tunagrahita ringan di SLB ABCD Kurnia Asih.
Kata Kunci : SAVI, Bangun datar, Tunagrahita ringan
Mild mentally retardation in learning process of two-dimensional figure still had difficulty in differentiating the shape of the basic two-dimensional figure such as square, rectangle, triangle, and circle. This research purpose was to test the influence of SAVI approach toward recognizing two-dimensional figure ability for mild mentally retardation. The research method used was quantitative approach of pre-experimental kind with one group pre test – post test design. This research result indicated that the average value of pre-test was 32,83 with the lowest value, 24 by subject LVS and the highest value, 53,5 by subject BFR and for the average value of post-test was 61,67 with the lowest value 22 by subject IBM and MCDA and the highest value, 87,75 by subject BFR. From the statistic testing of Wilcoxon matched pairs with manual and SPSS indicated that the same and significant result was T < T table i.e. 3 < 6 so Ho was refused and Ha was accepted. It was concluded that SAVI approach (Somatic, Auditory, Visually, Intellectual) had influence toward recognizing two-dimensional figure ability of mild mentally retardation students in SLB ABCD Kurnia Kasih.
Keywords: SAVI, two-dimensional figure, mild mentally retardation