Application CLIS model to improve science process skills and IPAS learning outcomes - Sukma Anggraeni; Megawati Megawati; Randi Eka Putra (Himpunan Pengembang Kurikulum Indonesia, 2025)
Student learning outcomes are determined by science process skills that encourage active involvement of students in learning activities according to the learning outcomes of IPAS. This study aims to improve the learning process, science process skills, and learning outcomes of science class III at SD Negeri 095/II Muara Bungo using the Children Learning In Science model. Low science process skills and the fact that half of the students have not met the Minimum Learning Completeness Criteria (KKTP) are the drivers behind this study. This type of research is classroom action research applied during two learning cycles covering four learning phases, including planning, implementation, observation, and reflection. Two meetings are held in each cycle. The data collection tools used are tests and observations. The results of this study show that the average science process skills and learning outcomes in cycle I have increased in cycle II. Based on the results of the analysis, it can be concluded that the Children Learning In Science model has succeeded in improving students' process skills and social studies learning outcomes. The CLIS model is an effective strategy in encouraging the active participation of students in the learning process so that the skills gained can be used to deal with problems in life. Abstrak Hasil belajar peserta didik ditentukan oleh keterampilan proses sains yang mendorong keterlibatan aktif peserta didik dalam kegiatan pembelajaran sesuai capaian pembelajaran IPAS. Penelitian ini bertujuan untuk meningkatkan proses pembelajaran, keterampilan proses sains, dan hasil belajar IPAS kelas III di SD Negeri 095/II Muara Bungo menggunakan model Children Learning In Science. Rendahnya keterampilan proses sains dan fakta bahwa sebagian peserta didik belum memenuhi Kriteria Ketuntasan Belajar Minimal (KKTP) menjadi pendorong di balik penelitian ini. Jenis penelitian ini yaitu penelitian tindakan kelas yang diterapkan selama dua siklus pembelajaran mencakup empat fase pembelajaran meliputi perencanaan, pelaksanaan, observasi, dan refleksi serta dua pertemuan dilakukan di setiap siklusnya. Alat pengumpulan data yang digunakan yaitu tes dan observasi. Hasil penelitian ini menunjukkan rata-rata keterampilan proses sains dan hasil belajar pada siklus I mengalami peningkatan pada siklus II. Berdasarkan hasil analisis dapat disimpulkan bahwa model Children Learning In Science berhasil meningkatkan keterampilan proses peserta didik dan hasil belajar IPAS. Model CLIS menjadi strategi yang efektif dalam mendorong partisipasi aktif peserta didik dalam proses pembelajaran sehingga keterampilan yang diperoleh dapat digunakan untuk menghadapi permasalahan dalam kehidupan. Kata Kunci: Children learning in science; hasil belajar IPAS; keterampilan proses sains