Pengaruh Model Pembelajaran Children Learning in Science (CLIS) terhadap Kreativitas Produk Peserta Didik pada Materi Perubahan Wujud Benda

Michelle Eugene Zalika Mukarim, Matsuri Matsuri Matsuri, Dwi Yuniasih Saputri

Abstract

This research investigates the impact of the Children Learning in Science (CLIS) learning model on students' creativity in producing outcomes related to the topic of changes in the state of matter. The study employs a quantitative approach using an experimental method with a quasi-experimental design. The research involved 54 fourth-grade students as the data source, selected through cluster random sampling. A total of 27 students from class IV.3 were assigned as the control group, and 27 students from class IV.4 formed the experimental group. Data collection methods included Gregory and Pearson product-moment validity tests, while reliability was measured using the Cronbach alpha formula. Prerequisite data analysis involved tests for normality, homogeneity, and balance. Hypothesis testing was conducted using an independent sample t-test with a significance threshold of 0.05, facilitated by SPSS version 23. The findings revealed a significant effect, with a p-value of 0.000 < 0.05 and t-value of 6.953 > 2.006. Additionally, the post-test mean score of the experimental group was higher than that of the control group, indicating that the use of the CLIS learning model significantly enhanced students' creativity in producing outcomes. These results demonstrate that the CLIS learning model positively impacts students' creativity and provides insight into effective teaching strategies that promote meaningful learning experiences. By encouraging students to independently solve problems, develop creative thinking, and actively engage in learning processes, the CLIS model fosters effective and meaningful learning. Thus, it can be concluded that the CLIS learning model has a substantial influence on enhancing students' product creativity in the context of learning about changes in the state of matter.

Keywords

children learning in science, product creativity, changes in the form of objects, elementary school

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DOI: https://doi.org/10.20961/jpd.v14i2.100371

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