IMPLEMENTATION OF THE CLIS-STEM MODEL SUPPORTED BY SCIENCE EDUCATION KITS TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS
DOI:
https://doi.org/10.32699/ejkv0t21Keywords:
Children Learning in Science, STEM Aproach, Science Education Kits, Critical Thinking Skills, Energy ConversionAbstract
Many elementary learners still encounter difficulties in analyzing evidence, formulating reasoned judgments, and solving science-related problems, indicating the need for instructional approaches that promote deeper engagement in learning. This study aims to evaluate the effectiveness of integrating the Children Learning in Science (CLIS) model, the Science, Technology, Engineering, and Mathematics (STEM) approach, and science education kits in enhancing critical thinking skills related to energy conversion. A quasi-experimental design with a pretest-posttest control group was employed, involving 46 fourth-grade students from an elementary school. Data were analyzed using normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, Cohen's d, and N-Gain scores. Critical thinking skills were measured using a test instrument developed based on Facione's indicators. Results showed that the experimental group receiving CLIS-STEM instruction supported by science education kits achieved significantly higher posttest scores than the control group, t(44) = 2.989, p = .005, 95% CI [5.88, 30.21], with a large effect size (Cohen's d = 0.88). The mean N-Gain score of 0.5755 further indicated a moderate level of improvement. These findings demonstrate that CLIS-STEM learning supported by science education kits is effective, with a substantial practical impact, in fostering critical thinking skills among primary school students.
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