{"title":"CLIS 模式促进印度尼西亚五年级学生对科学的理解","authors":"Faiqotul Maghfiroh, E. Setiyawati","doi":"10.21070/ijemd.v19i3.834","DOIUrl":null,"url":null,"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: \n \n \nSignificant impact of CLIS on science concept understanding. \nMedium category increase in science concept understanding. \nValid and reliable instruments confirmed by expert judgment. \n \nKeywoard: CLIS, science education, fifth graders, quantitative study, conceptual understanding \n ","PeriodicalId":131820,"journal":{"name":"Indonesian Journal of Education Methods Development","volume":"23 14","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"CLIS Model Boosts Science Understanding in Indonesian Fifth Graders\",\"authors\":\"Faiqotul Maghfiroh, E. Setiyawati\",\"doi\":\"10.21070/ijemd.v19i3.834\",\"DOIUrl\":null,\"url\":null,\"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: \\n \\n \\nSignificant impact of CLIS on science concept understanding. \\nMedium category increase in science concept understanding. \\nValid and reliable instruments confirmed by expert judgment. \\n \\nKeywoard: CLIS, science education, fifth graders, quantitative study, conceptual understanding \\n \",\"PeriodicalId\":131820,\"journal\":{\"name\":\"Indonesian Journal of Education Methods Development\",\"volume\":\"23 14\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Indonesian Journal of Education Methods Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21070/ijemd.v19i3.834\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Indonesian Journal of Education Methods Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21070/ijemd.v19i3.834","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究调查了儿童科学学习（CLIS）模式对五年级学生科学概念理解的影响。24 名来自 SDN Jeruk Purut 1 Gempol 的学生接受了论文问题测试。配对样本 t 检验表明，采用 CLIS 模式后，学生对科学概念的理解能力有了显著提高（Sig.N-Gain 测试表明，平均得分为 0.6513，属于中等水平的提高。这些结果表明，CLIS 模式有效地提高了学生的科学理解能力，表明其在科学教育中具有更广泛的潜力： CLIS 对科学概念理解的显著影响。科学概念理解能力得到中等程度的提高。经专家判断确认的有效可靠的工具。 关键字CLIS、科学教育、五年级学生、定量研究、概念理解
CLIS Model Boosts Science Understanding in Indonesian Fifth Graders
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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