Keterampilan Proses Sains Siswa pada Materi Kingdom Plantae dengan Menggunakan Model Pembelajaran Children Learning in Science Berbantu Media V-Lab Plantae
Keywords:
science process skills, Children Learning in Science, V-lab Plantae, Kingdom PlantaeAbstract
Biology learning in the 21st century requires an active, contextual approach based on science process skills. However, various obstacles such as limited laboratory facilities and the complexity of the material, such as Kingdom Plantae, cause students to struggle in understanding the differences among plants and in developing deep conceptual understanding. This study aims to improve students' science process skills through the Children Learning in Science (CLIS) learning model assisted by the V-lab Plantae media on the topic of Kingdom Plantae. The method used is a true experimental design with a pretest-posttest control group design, in which subjects were randomly divided into two groups: the experimental group and the control group. Data were collected through pre-tests and post-tests in the form of multiple-choice questions based on six indicators of science process skills. Data were analyzed using the N-gain formula. The findings showed that the experimental class achieved an average N-gain of 0.74 (categorized as high), compared to the control class with 0.58 (categorized as moderate). The highest improvement occurred in the "measuring" indicator, while the lowest was in the "predicting" indicator. Students in the experimental group were more active in conducting observations, classifying plants, formulating hypotheses, and analyzing the results of interactions in the virtual environment. Thus, this learning model is effective in developing students’ scientific literacy and fostering interest in learning Biology as a whole
References
Ashiddiqi, M. (2022). Pengaruh Media V- Lab Plantae terhadap Keterampilan Proses Sains Siswa. Jurnal Pendidikan Sains, 10(1), 45–52.
Krismayoni, N., & Suarni, N. K. (2020). Penerapan Model Children Learning in Science dalam Meningkatkan Minat dan Hasil Belajar IPA. Jurnal Ilmu Pendidikan, 6(1), 12–20.
Susilawati, E., Harjono, A., & Firdaus, F. (2024). Pengembangan Keterampilan Proses Sains Melalui Pendekatan Konstruktivisme. Jurnal Pendidikan Sains Indonesia, 12(2), 134–143.
Wibawa, B., Yamtinah, S., & Supartono. (2020). Pembelajaran Sains Anak Usia Dini dengan Model Pembelajaran Children Learning in Science. Jurnal Pendidikan dan Pembelajaran Dasar, 7(1), 1–10.
Irma, M. (2024). Evaluasi Pembelajaran: Teori dan Praktik di Sekolah. Bandung: Pustaka Eduka, Syahrul. (2013). Model dan Sintak Pembelajaran Konvensional. Wawasan Pendidikan.
Safani, L., Nursaptini, E., & Kusuma, D. (2021). Penerapan Model Children Learning in Science (CLIS) untuk Meningkatkan Hasil Belajar IPA. Jurnal Basicedu, 5(4), 2091–2100.
Telaumbanua, H., Harefa, R., & Lase, J. (2022). Efektivitas Model Pembelajaran Contextual Teaching and Learning (CTL) pada Pembelajaran Biologi Siswa XI MIPA SMA Negeri 1 Tuhemberua Tahun Pembelajaran 2021/2022. Formosa Journal of Applied Sciences, 1(5), 849–878.
