The Effect of Application of theChildren Learning in Science Model (CLIS) on Science Process Skills

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LuthpiSafahi, Ahliya Ilmi Anggi, Susilo, Devi Anugrah

Abstract

Science process skills are one of the learning approaches that involve intellectual, manual,
and social skills in a scientific method and science development to gain new knowledge and develop
knowledge. This study aims to measure the learning model of Children Learning in Science (CLIS) on
student science process skills. Quasi experiment method with Posttest Only Control Group Design was
used in this study. A total of 17 science process skills -based multiple choice questions were given to
respondents who had been determined by cluster random sampling by giving. The average science
process skills assessment results in the experimental class showed a score of 82.4 which was included
in the good criteria and 70.4 for the control class (sufficient criteria). The difference in science process
skills value in this study is not very significant so it is necessary to hold further research on learning
models that can improve students' science process skills. The application of the CLIS learning model
should make students conduct scientific activities and be active in learning. The low science process
skills value is thought to be due to learning strategies that have not been attributed to the skills.

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