<![CDATA[This study aims to improve students’ learning outcomes and learning experiences through the implementation of the Children Learning in Science (CLIS) model in the topic of measurements and physical quantities. This research employed an experimental design involving all seventh-grade students, divided into two classes: VII-A and VII-B. Class VII-A, consisting of 21 students, was assigned as the experimental group, while Class VII-B, with 22 students, served as the control group.The results of the independent sample t-test revealed a significance value of 0.000 < 0.05, indicating a significant difference in learning outcomes between the experimental group taught using the CLIS model and the control group taught using conventional instruction. The average learning outcome score of the experimental group was 74.86, whereas the control group scored 66.77. These findings demonstrate that the CLIS model is more effective in enhancing students’ learning outcomes. In addition, the independent sample t-test results for learning experience also showed a significance value of 0.000 < 0.05, indicating a significant difference between the two groups. The average learning experience score of the experimental group was 81.61, while the control group obtained only 54.11. These results indicate that the CLIS model fosters a more meaningful, engaging, and enjoyable learning experience for students.In conclusion, the Children Learning in Science (CLIS) model is effective in improving both students’ learning outcomes and learning experiences in the topic of measurements and physical quantities.]]>
