CLIS Model Boosts Science Understanding in Indonesian Fifth Graders:

Faiqotul Maghfiroh; Enik  Setiyawati

doi:10.21070/ijemd.v19i3.834

(1) Faiqotul Maghfiroh Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo
Indonesia
(2) * Enik Setiyawati Dosen Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Psikologi dan Ilmu Pendidikan, Universitas Muhammadiyah Sidoarjo
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/ijemd.v19i3.834

Abstract

This study investigates the impact of the Children Learning In Science (CLIS) model on fifth graders' science concept understanding. Using a quantitative one-group pretest-posttest design, 24 students from SDN Jeruk Purut 1 Gempol were tested with essay questions. The paired sample t-test showed a significant improvement (Sig. 0.00 < 0.05) in science understanding after applying the CLIS model. The N-Gain test indicated a medium-level improvement with a mean score of 0.6513. These results demonstrate that the CLIS model effectively enhances students' science comprehension, suggesting its broader potential for science education.
Highlight:

Significant impact of CLIS on science concept understanding.
Medium category increase in science concept understanding.
Valid and reliable instruments confirmed by expert judgment.

Keywoard: CLIS, science education, fifth graders, quantitative study, conceptual understanding

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CLIS Model Boosts Science Understanding in Indonesian Fifth Graders

Model CLIS Meningkatkan Pemahaman Sains pada Siswa Kelas 5 SD di Indonesia

Abstract

References