Published date:Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages:1023–1032

DOI: 10.18502/kss.v9i13.16028

Erwina Oktaviantyerwina.oktavianty@fkip.untan.ac.idDepartment of Physics Education, Universitas Tanjungpura Jl. Prof. Dr. Hadari Nawawi, Pontianak

Haratua Tiur Maria SilitongaDepartment of Physics Education, Universitas Tanjungpura Jl. Prof. Dr. Hadari Nawawi, Pontianak

Reni MarlinaDepartment of Biology Education, Universitas Tanjungpura Jl. Prof. Dr. Hadari Nawawi, Pontianak

Irwan Muhammad RidwanDepartment of Physics Education, Universitas Siliwangi Jl Siliwangi No. 24, Tasikmalaya 46115

Indah Sanita DirsaSMP Negeri 6 Sambas, Jln. Sambas, Sambas

This study aimed to improve critical thinking skills (CTs) using the children learning in science (CLIS) model of students about work and energy at Junior Secondary School. The form of research used a pre-experiment with a one-group pretest-posttest design. The research participants were 28 students (eight grades) selected by using the intact group technique, randomly. The research instrument consisted of 6 essay questions. The result showed CTs students on work and energy was 49% in the medium category before the CLIS Lesson, while in the posttest it was 63% with the high category. Statistic descriptive analysis shows t count > t table, which means that Ho is rejected. It reveals a significant increase in the CTs of students. The increase in CTs in the CLIS model uses a gain score of 0.3 in the moderate category. So, it can be concluded that applying the CLIS model can improve CTs in energy and work materials. The CLIS model can be used as an alternative in the learning process to improve student’s CTs in work and energy materials.

Keywords: critical thinking skills, CLIS learning models, work and energy

[1] Trianto MP. “Mendesain model pembelajaran inovatif-progresif: konsep, landasan dan implementasinya pada kurikulum tingkat satuan pendidikan (ktsp).,” Jakarta: Kencana. vol. 376, p. 2010.

[2] KEMENDIKBUD. “Panduan pembelajaran teamatik terpadu, sekolah dasar.,” p. 2016.

[3] Facione Pa. “Critical thinking : what it is and why it counts.,” California Academic Press. p. 2013.

[4] Alfonso DV. Evidence of critical thinking in high school humanities classrooms. GIST– Education and Learning Research Journal. 2015;(11):26–44.

[5] Peter EE. Critical thinking: essence for teaching mathematics and mathematics problem solving skills. Afr J Math Comput Sci Res. 2012;5(3):39–43.

[6] Kemendikbud, Laporan hasil ujian nasional., 2019.

[7] B.P. Kurniawan, S. Bektiarso, and Subiki, “Penerapan model pembelajaran children learning in science (clis) disertai penilaian kinerja dalam pembelajaran fisika untuk meningkatkan aktivitas belajar dan hasil belajar siswa kelas viii-a mts nurul amin jatiroto.,”. Jurnal Pembelajaran Fisika. 2012;1(3):328–33.

[8] Prabawa HW, Sutarno H, Kusnendar J, Rahmah F. Learning basic programming using clis through gamification. Journal of Physics. Conference Series; 2018. https://doi.org/10.1088/1742-6596/1013/1/012099.

[9] Handayani S. Nurmawati, and L. Rahmiazasi, “Pengembangan model pembelajaran children learning in science (clis) tentang konsep hewan dan benda untuk meningkatkan keterampilan berpikir rasional siswa kelas iii sd kutoharjo i kabupaten rembang,” repository.ut.ac.id, (2002).

[10] Joko T, Ahdinirwanto RW, Maftukhin A. Tri joko children learning in science (clis) pada siswa kelas 8 smp negeri 1 mirit tahun pelajaran. Radiasi. 2012;3(2):112–5.

[11] Ahmad CN, Ching WC, Yahaya A, Abdullah MF. Relationship between constructivist learning environments and educational facility in science classrooms. Procedia Soc Behav Sci. 2015;191:1952–7.

[12] Z.K. Nisak, H. Fitrihidajati, and A.N. Maulida, “Penerapan model pembelajaran children learning in science (clis) untuk melatihkan keterampilan berpikir kritis siswa smp,” (2016).

[13] Fuad NM, Zubaidah S, Mahanal S, Suarsini E. Improving junior high schools’ critical thinking skills based on test three different models of learning. Int J Instr. 2017;10(1):101–16.

[14] Oktavianty E, Silitonga HT, Fatimah S. “Peningkatan keterampilan berpikir kritis peserta didik melalui penerapan pendekatan saintifik.,” Jurnal Inovasi dan Pembelajaran Fisika. vol. 7, no. 2, p. 2020. https://doi.org/10.36706/jipf.v7i2.12598.

[15] Sari DR, Wardani S, Mulawarman M. The effectiveness of the constructivist learning model using children learning in science (clis) type in improving science learning outcomes. Journal of Primary Education. 2020;9(5):463–71.

[16] Damanik R, Sani R. “The effect of children learning in science model on students’ learning outcomes,” Jurnal Inpafi. vol. 2, no. 2, p. 2014.