PERBEDAAN KETERAMPILAN PROSES SAINS YANG MENGGUNAKAN MODEL CHILDREN LEARNING IN SCIENCE (CLIS) DAN KETERAMPILAN PROSES SAINS YANG MENGGUNAKAN METODE KONVENSIONAL KELAS V SEKOLAH DASAR

• Main Author: Hanifah Niki Pramanik, - (Author)
• Format: Book
• Published: 2023-12-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Abstrak Penelitian ini bertujuan untuk mengetahui Perbedaan keterampilan proses sains menggunakan model Children Learning In Science (CLIS) dan keterampilan proses sains menggunakan metode konvensional kelas V Sekolah Dasar. Metode penelitian yang digunakan dalam penelitian ini adalah metode experimental semu (quasi eksperiment). Desain penelitian yang digunakan adalah desain pretest- posttest menggunakan kelompok kontrol tanpa penugasan random (nonequivalent control group design). Subjek dalam penelitian ini yaitu siswa kelas V SDN 127 Sekeloa Kota Bandung. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu menggunakan kuesioner dan dokumentasi. Hasil penelitian mengenai perbedaan keterampilan proses sains menggunakan model Children Learning In Science (CLIS) dan keterampilan proses sains menggunakan metode konvensional kelas V Sekolah Dasar adalah terlihat perbedaan yang signifikan antara nilai rata-rata kuesioner (setelah perlakuan) kelas eksperimen yang menggunakan model Children Learning In Science (CLIS) mengenai keterampilan proses sains yaitu 24,07 lebih tinggi dibandingkan dengan nilai rata-rata kuesioner (setelah perlakuan) kelas kontrol yang menggunakan metode konvensional mengenai keterampilan proses sains yaitu 14,13. Adanya perbedaan hasil belajar siswa antara siswa kelas eksperimen dan kelas kontrol disebabkan karena disetiap tahap pembelajaran dengan menggunakan model pembelajaran CLIS (Children Learning in Science) adalah pembelajaran yang didesain untuk meningkatkan pembelajaran aktif dan menyenangkan. Maka dapat disimpulkan bahwa hasil belajar siswa kelas eksperimen yang menggunakan model Pembelajaran CLIS (Children Leaning In Science) pada pembelajaran dapat meningkatkan keterampilan proses sains siswa kelas V Sekolah Dasar. Abstract This research aims to determine the difference between science process skills using the Children Learning in Science (CLIS) model and science process skills using conventional methods for grade V elementary school. The research method used in this research is a quasi-experimental method. The research design used was a pretest-posttest design using a control group without random assignment (nonequivalent control group design). The subjects in this research were class V students at SDN 127 Sekeloa Bandung City. The data collection technique used in this research is using questionnaires and documentation. The results of research regarding the differences in science process skills using the Children Learning In Science (CLIS) model and science process skills using conventional methods for class V elementary school is that there is a significant difference between the average questionnaire scores (after treatment) of the experimental class using the Children Learning In model. Science (CLIS) regarding science process skills, namely 24.07, which is higher than the average score of the questionnaire (after treatment) for the control class which used conventional methods regarding science process skills, namely 14.13. There are differences in student learning outcomes between experimental class and control class students because at each learning stage using the CLIS (Children Learning in Science) learning model is learning that is designed to increase active and fun learning. So it can be concluded that the learning outcomes of experimental class students who use the CLIS (Children Leaning In Science) learning model in learning can improve the science process skills of fifth grade elementary school students.

Item Description

http://repository.upi.edu/114395/1/S_PGSD_1908595_Title.pdf
http://repository.upi.edu/114395/2/S_PGSD_1908595_Chapter1.pdf
http://repository.upi.edu/114395/3/S_PGSD_1908595_Chapter2.pdf
http://repository.upi.edu/114395/4/S_PGSD_1908595_Chapter3.pdf
http://repository.upi.edu/114395/5/S_PGSD_1908595_Chapter4.pdf
http://repository.upi.edu/114395/6/S_PGSD_1908595_Chapter5.pdf
http://repository.upi.edu/114395/7/S_PGSD_1908595_Appendix.pdf