The Effect of CLIS Learning Model on Students Product Creativity in States of Matter Topic
DOI:
https://doi.org/10.17509/mimbar-sd.v13i1.53Keywords:
CLIS Model, Student Creativity, Matter Changes, Elementary Students, Constructivist LearningAbstract
This study evaluates the effectiveness of the Children Learning in Science (CLIS) model in fostering students’ creativity in understanding changes in the states of matter. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 54 fourth-grade students selected through cluster random sampling, with 27 students in the experimental group and 27 in the control group. Data were collected using validated written tests, with validity assessed through product-moment correlation and reliability measured using Cronbach’s Alpha. Normality, homogeneity, and baseline equivalence tests were conducted to ensure analytical accuracy. Data were analyzed using an independent sample t-test at a 0.05 significance level with SPSS version 23. The results indicate that the CLIS model significantly improves students’ creativity (p = 0.000 < 0.05; t = 6.953 > t-table = 2.006). The experimental group achieved higher post-test scores than the control group, suggesting that the CLIS model enhances creative thinking, independent problem-solving, and active participation. These findings confirm that the CLIS model is an effective alternative for teaching the science and social studies subject, particularly on changes in the states of matter. Theoretically, this study reinforces constructivist principles by demonstrating the model’s role in promoting creativity through active and meaningful learning.
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