<![CDATA[This study aims to improve the science knowledge of Grade VII.1 students at SMPN 3 Pallangga (Pallangga District, Gowa Regency) regarding the topic of temperature, utilizing a learning strategy based on Student Worksheets (SW) oriented toward the C1 (remembering) cognitive domain. The study was motivated by students' low mastery of basic knowledge regarding temperature, as a grasp of fundamental facts and concepts is a crucial prerequisite for mastering more complex science material. A pre-experimental method with a one-group pretest-posttest design was employed, measuring students' knowledge before and after the intervention—specifically, instruction using C1-oriented worksheets. The research subjects consisted of 30 students from Grade VII.1 of SMPN 3 Pallangga. The instrument used was a short-answer knowledge test based on C1 cognitive domain indicators, covering the ability to state/write, recite, and memorize facts and concepts related to temperature—such as the definition of temperature, measuring instruments, symbols for temperature quantities, and units of measurement. Data were analyzed descriptively by calculating the mean student knowledge scores before and after the intervention, as well as the knowledge gain per student. The results indicate that the average student knowledge score increased following instruction using the C1-oriented worksheets. On average, each student demonstrated an increase of at least five knowledge points after the lesson. This improvement suggests that an SW-based learning strategy designed around the C1 cognitive domain is effective in helping students recall and master basic knowledge about temperature. Systematic instruction via worksheets provides students with opportunities to repeatedly recall concepts, thereby embedding the knowledge more firmly in long-term memory. Consequently, the C1-oriented SW learning strategy serves as a viable alternative approach for enhancing junior high school students' mastery of basic science knowledge, particularly regarding temperature. Future research is recommended to extend this strategy to higher cognitive domains and other science topics.]]>
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