EFFECTIVENESS OF A CLIS-BASED MECHANICS KIT ON COGNITIVE LEARNING OUTCOMES IN WORK AND ENERGY CONCEPTS
Keywords:
Children Learning in Science, Cognitive learning outcomes, Mechanics kit, Physics education, Work and energy conceptAbstract
- Physics learning in junior high schools often faces challenges due to students’ difficulties in understanding abstract concepts, resulting in low cognitive learning outcomes. Therefore, innovative instructional approaches integrating learning models and interactive media are required to enhance students’ understanding of scientific concepts. This study aimed to determine the effectiveness of a Mechanics Kit integrated with the Children Learning in Science (CLIS) model in improving students’ cognitive learning outcomes on the topic of work and energy among eighth-grade students. The study employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The research participants consisted of eighth-grade students from SMPN 20 Pekanbaru, where the experimental class was taught using a Mechanics Kit with the CLIS model, while the control class received conventional instruction. Data were collected using a cognitive achievement test consisting of 20 multiple-choice items covering cognitive levels from C1 to C6 and analyzed using descriptive and inferential statistics. The findings revealed that the experimental class achieved a higher mean score (80.13) than the control class (71.45), with a significant difference (p < 0.05). It can be concluded that the implementation of a CLIS-based Mechanics Kit effectively improves students’ cognitive learning outcomes in physics learning, particularly on work and energy concepts. Derived from the uploaded study data
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