<![CDATA[Science learning in early childhood education has often not optimally developed children’s independence, scientific thinking skills, and motor abilities in an integrated manner. In addition, less interactive and exploratory learning approaches have become obstacles in maximizing children’s developmental potential. This study aims to evaluate the effectiveness of the Children Learning in Science (CLIS) learning model in improving the independence, science abilities, and physical motor development of children aged 5–6 years. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The research subjects consisted of 32 kindergarten children from groups B1 and B2. Data were collected through observation methods using structured observation sheets that measured indicators of independence, science abilities, and physical motor skills. Data analysis was conducted using the N-Gain test to determine improvement and the independent sample t-test to examine differences between groups. The results showed significant improvements in all aspects, including children’s independence, science abilities, and motor skills, which were supported by significance test results indicating a positive effect of the learning implementation on children’s development. It can be concluded that the CLIS model is effective in improving children’s independence, science abilities, and physical motor development. The implication of this study is that the CLIS model is recommended as an interactive, exploratory, and child-centered science learning approach in the context of early childhood education.]]>
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