PENGARUH PENERAPAN MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) DALAM PEMBELAJARAN IPA TERHADAP PENINGKATAN PEMAHAMAN KONSEP DAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR

• Main Author: Setiawan, Wawan Eka (Author)
• Format: Book
• Published: 2015-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/20083/1/T_PD_1201231_Title.pdf; http://repository.upi.edu/20083/2/T_PD_1201231_Abstract.pdf; http://repository.upi.edu/20083/3/T_PD_1201231_Table_of_content.pdf; http://repository.upi.edu/20083/4/T_PD_1201231_Chapter1.pdf; http://repository.upi.edu/20083/5/T_PD_1201231_Chapter2.pdf; http://repository.upi.edu/20083/6/T_PD_1201231_Chapter3.pdf; http://repository.upi.edu/20083/7/T_PD_1201231_Chapter4.pdf; http://repository.upi.edu/20083/8/T_PD_1201231_Chapter5.pdf; http://repository.upi.edu/20083/9/T_PD_1201231_Bibliography.pdf; http://repository.upi.edu/20083/10/T_PD_1201231_Appendix1.pdf; http://repository.upi.edu/20083/11/T_PD_1201231_Appendix2.pdf; http://repository.upi.edu/20083/13/T_PD_1201231_Appendix3.pdf; http://repository.upi.edu/20083/14/T_PD_1201231_Appendix4.pdf; http://repository.upi.edu/20083/15/T_PD_1201231_Appendix5.pdf; http://repository.upi.edu/20083/12/T_PD_1201231_Appendix6.pdf; http://repository.upi.edu/20083/16/T_PD_1201231_Appendix7.pdf
• Keywords: LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilakukan di kelas IV salah satu Sekolah Dasar Negeri yang berada di Kecamatan Cibugel Kabupaten Sumedang, dengan jumlah subjek penelitian 40 siswa. Penelitian ini dilakukan untuk mendapat gambaran tentang pengaruh penerapan model pembelajaran Children Learning In Science (CLIS) terhadap peningkatan pemahaman konsep perubahan lingkungan fisik daratan dan keterampilan proses sains pada siswa SD kelas IV. Metode penelitian yang digunakan adalah pre-eksperimental dengan desain penelitian One-group pretest-postest design. Untuk mengukur pemahaman konsep siswa sebelum dan sesudah penerapan model CLIS digunakan tes pemahaman konsep dengan jumlah soal sebanyak 15 soal pilihan ganda, sedangkan untuk mengukur keterampilan proses sains siswa digunakan tes keterampilan proses sains dengan jumlah soal sebanyak 15 soal pilihan ganda. Hasil penelitian menunjukan: (1) penerapan model pembelajaran CLIS memberikan pengaruh yang kuat terhadap peningkatan pemahaman konsep, hal ini ditunjukan oleh nilai effect size sebesar 2,60. (2) terjadi peningkatan pemahaman konsep dalam kategori sedang sebagai efek dari penggunaan model CLIS yang ditunjukan oleh rerata N-gain sebesar 0,60. (3) penerapan model pembelajaran CLIS memberikan pengaruh yang kuat terhadap peningkatan keterampilan proses sains siswa, hal ini ditunjukan oleh nilai effect size sebesar 2,78. (4) terjadi peningkatan keterampilan proses sains siswa dalam kategori sedang sebagai efek dari penggunaan model pembelajaran CLIS yang ditunjukan oleh rerata N-gain sebesar 0,61. Penulis merekomendasikan beberapa hal yang penting dalam pelaksanaan model CLIS diantaranya adalah manajemen waktu pelaksanaan model pembelajaran CLIS dengan cara memperketat alokasi waktu tiap tahapan model CLIS, manajemen kelas dengan mengkondisikan siswa, mengkondisikan penggunaan media, memperjelas lembar kerja siswa, dan menyesuaikan soal pemahaman konsep dan keterampilan proses sains siswa supaya mudah dipahami siswa, sehingga model CLIS dapat dijadikan alternatif pembelajaran di Sekolah Dasar. This research was conducted in the IV grade in Primary School located in District Cibugel Sumedang Regency, by the number of research subjects 40 students. This study was conducted to get an idea of the effect of the application of learning models Children Learning In Science (CLIS) to increase understanding of the concept of change in the physical environment mainland and science process skills in IV grade elementary students. The method used is pre-eksperimental research design One-group pretest-postest design. To measure the students' understanding of concepts before and after implementation of CLIS models used to test understanding of concepts about the amount of 15 multiple choice questions, whereas to measure students' science process skills to use science process skills test with a number of problems as much as 15 multiple choice questions. The results showed: (1) application learning models of CLIS provide a strong influence on an increased understanding of the concept, this is indicated by the value of the effect size of 2,60. (2) increased understanding of the concept in the medium category as the effects of the use of models CLIS shown by the average of the N-gain of 0,60. (3) CLIS application of learning models provide a strong influence on the improvement of students' science process skills, this is indicated by the value of the effect size of 2.78. (4) increased students' science process skills in the medium category as the effects of the use of the learning model CLIS shown by the average of the N-gain of 0.61. The author recommends some of the essentials in the implementation of CLIS models include time management implementation CLIS learning model in a way to tighten the allocation of time for each stage of the model CLIS, classroom management by conditioning students, conditioning the use of media, clarify the student worksheets, and adjust the matter of understanding of the concept and science process skills of students so easy to understand students, CLIS so that the model can be used as an alternative learning in primary school.