Students' Mathematical Communication: The Effectiveness of Somatic, Auditory, Visual, Intellectual Learning and Problem-Based Learning Model on Number Pattern

This study aimed to analyze the effectiveness of Somatic, Auditory, Visual, Intellectual (SAVI) learning and Problem-Based Learning (PBL) models in improving students' mathematical communication ability compared direct learning. A quasi-experimental design was employed, with SAVI model implemented experimental class 1, PBL II, control class. The sample selected using cluster random sampling, data were collected through observations, interviews, tests. Hypothesis testing, including proportion tests, one-way ANOVA, Scheffe revealed following results: (1) students taught demonstrated significant improvement ability; (2) instructed also exhibited substantial enhancement (3) notable differences observed among learning, PBL, models, highlighting both enhancing ability. Moreover, outperformed while showed greater than Overall, this provides evidence supporting efficacy fostering skills.