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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series Indonesian Journal of Innovation Studies
Arieshandy, Risca Ayu
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Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Children Learning in Science Model and Critical Thinking Skills of Grade IV Students: Model Pembelajaran Sains dan Keterampilan Berpikir Kritis Siswa Kelas IV Arieshandy, Risca Ayu; Rintayati, Peduk; Triyanto, Triyanto
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1642

Abstract

General background: Critical thinking is a fundamental competency in 21st-century education and is emphasized in Indonesia’s Kurikulum Merdeka. However, learning in science and social studies (IPAS) at the elementary level often remains teacher-centered, limiting students’ higher-order thinking. Specific background: The Children Learning in Science (CLIS) model, grounded in constructivist principles, offers an alternative by engaging students’ prior knowledge, encouraging exploration, and fostering collaborative learning. Knowledge gap: Previous studies have highlighted CLIS’s benefits for creativity and learning outcomes, but few have examined its effectiveness in developing critical thinking skills while considering the moderating role of learning motivation. Aims: This study investigates the effectiveness of CLIS compared to Direct Instruction (DI) in enhancing critical thinking among Grade IV students in Kedawung District, with attention to variations in learning motivation. Results: Using a quasi-experimental pretest–posttest control group design with ANOVA analysis, findings show CLIS significantly outperforms DI, with higher post-test means and consistent effects across high, medium, and low motivation groups, and a significant interaction between learning model and motivation. Novelty: The study integrates motivation as a moderating factor in evaluating CLIS effectiveness, offering a more comprehensive perspective. Implications: The results support CLIS as a strategic model to strengthen critical thinking in elementary science education and provide practical insights for teachers and policymakers in implementing student-centered learning. Highlights: CLIS significantly improves critical thinking compared to Direct Instruction. Learning motivation interacts with CLIS but shows consistent positive outcomes. Findings provide practical insights for teachers and policymakers. Keywords: CLIS, Critical Thinking, Learning Motivation, Elementary Education, Science Learning
The Effect of CLIS (Children Learning in Science) Learning Model on Critical Thinking Skills on Power Materials Class IV in Kecamatan Kedawung Arieshandy, Risca Ayu; Rintayati, Peduk; Triyanto, Triyanto
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 1 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i1.99045

Abstract

Proses pembelajaran memerlukan kemampuan berpikir kritis untuk memudahkan siswa dalam memahami materi. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Children Learning in Science (CLIS) terhadap kemampuan berpikir kritis pada materi gaya. Jenis penelitian adalah kuantitatif dengan metode True Experiment Posttest-Only Control Design. Populasi penelitian adalah siswa kelas IV yang berjumlah 865 orang dari 35 SD Negeri yang ada di Kecamatan Kedawung dan sampelnya adalah 6 SD Negeri. 3 SD Negeri untuk kelompok eksperimen sebanyak 66 siswa menggunakan model pembelajaran CLIS dan 3 SD Negeri untuk kelompok kontrol sebanyak 65 siswa menggunakan model pembelajaran konvensional. Teknik pengumpulan data dengan tes uraian kemampuan berpikir kritis yang telah memenuhi uji validitas, reliabilitas, tingkat ukuran, dan daya pembeda. Hasil penelitian menunjukkan bahwa berdasarkan perhitungan uji hipotesis Independent Sample t-test diperoleh nilai posttest nilai signifikansi sebesar 0,000 < α (α = 0,05) dan nilai t hitung sebesar 2,621 > t tabel 1,669, artinya diterima hipotesis alternatif. Kesimpulan penelitian adalah model pembelajaran Children Learning in Science (CLIS) berpengaruh signifikan terhadap keterampilan berpikir kritis pada materi gaya.
Co-Authors Peduk Rintayati