Pengaruh model pembelajaran CLIS (Children Learning in Science) terhadap kemampuan kinerja ilmiah siswa pada materi pencemaran lingkungan

khoirunnisa, Fitri (2026) Pengaruh model pembelajaran CLIS (Children Learning in Science) terhadap kemampuan kinerja ilmiah siswa pada materi pencemaran lingkungan. Sarjana thesis, UIN SUNAN GUNUNG DJATI BANDUNG.

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Abstract

ENGLISH : 21st century demands students develop scientific thinking skills and deep conceptual understanding. In science education, scientific performance skills include observing, formulating problems, developing hypotheses, designing and conducting experiments, and drawing conclusions. This study aims to analyze the effect of the Children Learning in Science (CLIS) model on students’ scientific performance skills in environmental pollution topics. The research used a quasi-experimental method with a nonequivalent control group design. Sampling used saturated sampling in one junior high school in Jatinangor, involving an experimental class using CLIS and a control class using Problem-Based Learning (PBL). Results showed significant improvement in the experimental class. Pretest mean was 37.23 (low), posttest 85.65 (very good), and N-Gain 0.70 (high). Control class obtained pretest 39.77 (low), posttest 70.63 (good), and N-Gain 0.44 (medium). Independent sample t-test showed significance 0.001 < 0.05 with effect size 2.219 (high). Thus, CLIS has a positive and significant effect on students’ scientific performance skills. Integration of CLIS with contextual practicum and reflection strengthens conceptual understanding and reduces misconceptions.Findings show CLIS is effective in improving science process skills in a meaningful learning context. This approach also supports implementation of the Merdeka Curriculum in junior high schools especially in science learning contexts effectively.

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