THE EFFECT OF CHILDREN LEARNING IN SCIENCE MODEL ON STUDENTS LEARNING OUTCOMES Rani S.N Damanik*) and Ridwan Abd.

Sani**) Physics Education Department, Faculty of Mathematics and Natural Science State University of Medan Jl. Willem Iskandar, Psr V Medan *) Physics Education Student of State University of Medan **) Physics Education Lecturer of State University of Medan ABSTRACT The purpose of this research was to find out the effect of Children Learning in Science (CLIS) model on students learning outcomes in Thermal Expansion topic at VII Grade in SMP N 1 Tebing Tinggi. Students learning outcomes will be better if teacher use learning model that make students have real activities like experiment based worksheet when learning activities occurs. One of the suitable learning models is Children Learning in Science model that used in this research. The result that was obtained: there was the difference of post-test mean value between the experiment class and control class. In Hypothesis testing the data test with t test and found tcount is bigger than ttable thus Ha was accepted. So it can be concluded that CLIS learning model has effect on students learning outcomes in Thermal Expansion topic at VII Grade in SMP N 1 Tebing Tinggi. Keywords: children learning in science model, learning outcomes, thermal expansion topic

INTRODUCTION Gagne in Sridevi (2008) state that science is what the scientist does. It is a process by which we increase and refine our understanding and of the universe through continuous observation, experiment, application and verification. Sciences is related, how to find about natural phenomenon systematically, so that science is not just mastery knowledge in the form of collection of facts, concepts or principle but also a process of discovery (Depdiknas in Yuyun,2010:1). Just like the branches of a tree, a branch of science is made up of many smaller branches. Physics is smaller branches of science. In curriculum of SMP/MTs (Depdiknas in Asshagab,2012:3) the aim of physics education is to make students able to use scientific method based on scientific attitude to solve problems face so that they will more aware of the Majesty of God Almighty. All those skills can be acquired through a process of inquiry learning (discovery), lab activities or experiments so that students get hands-on experience and discover the process themselves. Based on a preliminary study in one junior high school in Tebing Tinggi on January 15, 2013, it was found that the process of learning that takes place in class in general, is still teacher centered. The teacher still uses conventional method in teaching and learning. The teacher usually uses direct instruction model to teach the students. Even in the process of learning physics, teachers usually try to transfer the knowledge to the students, so it tends to make students passive. Also from preliminary studies by the author, it was found

that in observed class of the junior high school at Tebing Tinggi, only 50% who liked physics. And the rest of students dont like physics. Usually topics in physics lesson not relate by the teacher with things in daily life. So they still confused about their aim to learn about physics, they just know how to solve problems without application in their daily life. One indicator of the quality and success of the learning process is the learning outcomes achieved by the students. In accordance with that, Sudjana (2001:45) states that "every process of learning success is measured by how big the learning outcomes achieved by students, as well as measured in terms of the process." But in a preliminary study by the authors also found that, students also less involved in the learning process, so it's easy to forget the concepts that have been given, and make the lack of understanding of concepts and skills of students in solving problems. It can be seen from the average value of learning achievement in physics last semester of school year 2012/2013 was only 64.4. This value is below the minimum completeness criteria (MCC) established by the curriculum that is 75.0. Just 39% of students who get value above the minimum value of mastery criteria, the rest 61% get value below the minimum value of mastery criteria. In addition, the physics teacher is also not usual in using visual aids and demonstrations in physics, causing students are not usual to doing practical activities. This is one of the causes of low student learning outcomes. To improve student learning outcomes, teachers can perform a variety of ways, for example by using

a model of effective teaching and learning in accordance with the objectives set in the curriculum. Suparno (in Asshagab, 2012:5) state that in the last decade constructivist philosophy has influenced and improved learning physics in particular and science in general. Constructivism is not a new concept. It is learning or meaning making theory. It suggests that individuals create their own understanding, based upon the interaction of what they already know and believe and the phenomena or ideas which they come into contact (Sridevi, 2008:9). A model of teaching is a plan or pattern that can be used to shape curriculums (long term courses of studies), to design instructional materials and to guide instruction in the classroom and other settings (Joyce, 2003). One model of learning is based on constructivist views of learning models Children's Learning in Science (CLIS) developed by the CLIS in the UK, led by Driver (Tytler, 2002:2). The aim of the Childrens Learning in Science was to discover how to use a constructivist approach to teach the selected topics, and translate this into materials which could be used by other teachers. Based on the findings of Driver in Adey (Matitamole, 2012:3), that if the activity increases, student learning outcomes will also increase. Therefore, one way to improve student learning outcomes is to increase activities in learning. In relation to this, the application of CLIS learning model developed by Driver is expected to be an alternative to classroom teaching and improve student learning outcomes.

METHODOLOGY The type of this research was quasi experiment, in this case involves two different treatments between the experimental class and the control class, where the two classes are treated differently. The population of this research is all students at year VII of SMP N 1 Tebing Tinggi and consists of 9 classes. The sample of this research as much as 2 classes totalling 56 people, namely the class VII-8 and VII-9 SMP N 1 Tebing tinggi. The experiment class treated with CLIS learning Model and the control class treated with direct instruction model. The procedures carried out were as follows: (i) Preparation phase consist of : Develop research schedule, Create a Lesson Plan, Develop Instruments that consist of sub topic (a) Definition of Expansion (b) Thermal Expansion of solids (c) Thermal expansion of liquids (d) Thermal expansion of gasses (e) Problems because of expansion (f) Benefit of Expansion, then test the instrument with Validity Test by two lecturers and one physics teacher (ii) Implementation phase, as follows: Determining the sample grade of the population; the researcher choose VII Grade and VII-8 and VII-9 as samples, Provide initial test; where the researcher gives the students the instrument/test that have valided by experts, then researcher do test for normality and homogeneity test for pre-test both samples, then researcher Implement physics learning with learning model CLIS for the experimental class and control classes using direct instruction model, after that researcher provide post test to determine student learning outcomes, then test the normality and the

homogeneity test and do Testing hypothesis and finally researcher draw the conclusions and suggestions. Definition of CLIS Learning Model CLIS Model (Children Learning in Science) is a learning model that seeks to develop students' ideas or ideas about a particular problem in learning as well as reconstructing the idea or ideas based on observation or experiment (Ginting, 2010). According to Salwin (1996), CLIS model is a learning model that includes a series of stages to raise students' conceptual change. The purpose of this strategy CLIS learning model as the establishment of "knowledge" into the memory of students, so that the concept can be long-lasting. CLIS model also can be interpreted or defined as a learning strategy that involves students in practical activities, experiments, present, interpret, predict, and concludes with the student's work using the work sheet (Ali, 2008). The Children Learning in Science (CLIS) model is based on constructivist view of learning. Briefly, this view acknowledges that children construct their own knowledge through personal interaction with natural phenomena and through social interaction with adults and peers. As a result, children already hold beliefs about how the world operates before they come to formal science. One important role teacher is to produce a learning environment in which children can: a. recognize and reflect on their ideas

b. realize that other people may hold other conflicting, but equally valid ideas c. evaluate the usefulness of these ideas alongside their teachers scientific theories In this learning model, students are given the opportunity to express ideas about the topics covered in the study, expressing ideas and comparing ideas with other students and discuss ideas for the same perception. Furthermore, students are given the opportunity to reconstruct the idea after comparing the idea with the experimental results, observations or the results look textbooks. In addition, students also apply the results of the reconstruction of the ideas in the new situation. In CLIS Model Teachers a facilitator, the teacher nurtures creative thinking, problem solving, interaction, communication, and discovery. Finally, as a guide, the teacher helps to bridge language gaps and foster individuality, collaboration, and personal growth. Purpose and methods at every phase of CLIS model can be described as follows: Stages, Purpose and Methods that can use in learning activities using CLIS Learning Model (Needham, 1987)
Phase 1. Orientati on Purpose Arouse interest and set the scene Methods Practical activities real problems to solve, teacher demonstrat ion, film clips, videos, newspaper

cutting. 2. Elicitatio n of Ideas To enable pupils and teachers to became aware of prior ideas To create an awarenes s of an alternativ e viewpoint the scientific one to : a. modify b. extend , or c. replac e with a more scienti fic view Recognize alternativ e ideas and critically examine own Practical activities small group discussion followed by reporting back.

newly constructe d ideas.

experiment ation, teacher demonstrat ion. Personal writing, practical activity, problem solving, project work. Personal writing, group discussion, personal diaries, etc.

3. Restructu ring of Ideas

4. Applicati on of Ideas

Reinforce ment of constructe d ideas in familiar, novel situations. Awarenes s of change of ideas and familiariza tion with learning process to allow the pupils to reflect upon the extent to which their ideas have changed.

5. Review

a. Clarificati on and Exchang e

small group discussion and reporting back

Advantages CLIS learning model as follows (Ali, 2008):

b. Exposure to conflict situation

c. Construct ion of new ideas

Test validity of existing ideas

Teacher demonstrat ion, performing personal experiment s, worksheet. Discussion, reading, teacher input.

d. Evaluatio n

Modify extent or replace existing ideas. Test validity of

Practical work, project work,

easily generated. students to learn independently in solving a problem. 3) Creating creativity of students to learn in order to create a more comfortable classroom atmosphere and creative, there is cooperation among students and students directly involved in the activities. 4) Creating learning more meaningful for students to find their own pride emergence of scientific concepts learned.
2) Allowing

5) Teachers teaching will be more

effective because it can create an active learning environment Research Design Two Group Pretest-Postest Design Class Pretest Treatment Postest Exp Y1 P Y2 Con Y1 Q Y2 With : Y1= Pretest P = Learning with CLIS Model Q= Learning with DI Model Y2= Postest To test the hypothesis of research used t test with formula (sudjana, 2001: 239):
X1 X 2

model and control class were treated by using Direct Instruction learning model. Obtained pretest average value for experiment class 45.19 with a standard deviation of 9.04 while the values obtained in the control class average pretest students was 43.1 with a standard deviation 9.95. After give the different treatment, the experiment class with CLIS model and control class with DI model, than obtained an average posttest score of experiment class 76.11 with a standard deviation of 9.44, while average posttest value for control class was 62.93 with a standard deviation 9.31. Data Analysis Normality of Data Before conducted the hypothesis test, firstly conducted prerequisite test of data that is normality test using Liliefors test. Normality test results obtained can be seen in the following table: Data Normality Test of Experimental and Control Class
Class Pretest Data Post test Data Experim ent Control Experim ent Control Lcount 0.137 9 0.072 7 0.118 7 0.104 5 Ltable 0.17 3 0.17 3 0.17 3 0.17 3 Conclusi on Normal Normal Normal Normal

tcount =

1 s n 2

1 + n2

With S is mix variance: 2 (n1 1) s12 + (n2 1) s2 2 s = n1 + n2 2 with : X 1 = average in experiment class X 2 = average in control class n1 = total of sample in experiment n2 class 2 = total of sample in control class s1 = sample variance of experiment class 2 s2 = sample variance of control class Testing Criterion accepted Ho if pengujian terima Ho jika t count<ttable where t1- get from t distribution with dk = n1+n2-2 and probability (1-). For anothers value of t, Ho rejected. RESEARCH RESULT This research is quasi experimental research involving two classes that were given different treatments, namely experiment class were treated by using CLIS learning

Data Homogeneity Homogeneity test conducted to determine whether sample class derived from a homogeneous population or not, meant whether the sample used in this research may represent the entire population.

Homogeneity test of data is done by F-test. The results of data homogeneity test obtained can be seen in the following table: Summary of Homogeneity Test Result of Data
Da ta Pre tes t Class Experi ment class Contro l class Experi ment class Contro l class Vari ance 81.6 9 99 Fcount Ftable Conclus ion

Calculation of Hypothesis Test of Post-test

Experim ent Control

76.11 62.93 5.2 6 1.61

1.21 2

1.90

Homoge neous

Po st tes t

89.1 1 86.6 7

1.02 8

1.90

Homoge neous

Hypothesis Testing The hypothesis testing using test t that is distinguish the average of post-test result of students in experiment and control class to know whether or not the influence of CLIS (Children Learning in Science) learning model on students learning outcomes in Thermal Expansion Topic at VII Grade SMP N 1 Tebing Tinggi. The testing criteria is accept H0 if ttable between -1.61 and 1.61, and rejected H0 if t has the other score. From the calculation result of concept mastery obtained tcount = 5.26, so H0 is rejected and Ha is accepted or in other word said that there are significant influence between CLIS learning model and Direct Instruction learning Model on Students Learning Outcomes.

DISCUSSION The results showed that there was the effect of using Children Learning in Science (CLIS) Model on Students Learning Outcomes in Thermal Expansion Topic at VII Grade in SMP N 1 Tebing Tinggi. This is reinforced by the acquisition value of the average pretest students in the experimental class was 45.19 with a standard deviation of 9.04 and an average posttest score of 76.11 with a standard deviation of 9.44. While the values obtained in the control class average pretest students of 43.1 with a standard deviation of 9.95 and an average posttest score of 62.93 with a standard deviation of 9.31. From the data above, average posttest value of experiment class is bigger than control class. The increasing of posttest value is caused by after pretest done we give treatment to the students. In experiment class we give the treatment using CLIS Learning model and control class give the treatment using Direct Instruction model. During the implementation of the study showed that CLIS Learning Model has beneficial because this model is designed to make students more active in exploring, analyzing, evaluating, and understanding of the concepts being studied. CLIS learning

model is an efficient model to present information that has been organized from a broad topic to topic easier to understand for every stage of the development of the concept. This learning model can provide a way of conveying concepts and clarify concepts and to train students to be more effective in developing the concept of working through worksheets. This learning model also increases motivation because students are involved in learning, helping students develop scientific attitude and learning more meaningful. This can be seen when researchers carry out research. Students almost to better understand the concept of topic Thermal Expansion, so that learning is not only about the teaching of calculations using formulas. Although the use of CLIS learning model to improve learning outcomes, but as long as there is still a learning obstacles encountered, i.e. there are students who are less interested in the teaching of the concept because it has been accustomed to working on the problems when learning physics calculations. For some questions in test, like questions number 6, 7, 10, and 14 students also still not usual to do the concept test. In addition students are not accustomed to working in groups that tend to work alone rather than working in groups. Therefore, the efforts is by making learning more interesting, namely the use of methods that stimulate students to be more active, such as the experimental method, cooperative and frequently asked questions. Researchers also pay more attention and guide students during the experiment. Here the researchers applied the formation of cooperative

learning groups during student experiment. This research aims to more easily observe and guide students. Researchers further motivate students to learn group, and facilitate students during group learning. In addition the time required for each stage is quite a lot. Therefore the solution for the future in order to further research may provide more oversight with the assistance of local teachers. In conducting this research is also needed help from a friend who oversee supervision each group so that the teaching and learning activities implemented well. The use of time should be streamlined as much as possible, so that each stage in the CLIS going well. CONCLUSION Based on the research result, data analysis, and discussion so can be concluded that: There is significant effect of using CLIS learning model in learning outcomes of student grade VII SMP N 1 Tebing Tinggi in Physics lesson of Thermal Expansion topic, where is average of learning outcomes while using CLIS learning model is higher than students who learn with direct instructional model. This result can happened because in CLIS learning model, students learn the topic with experiment based worksheet and based application in daily life. Then students are easier to understanding about the topic. SUGGESTION Based on research result and discussion before, researcher give suggestions as follows: (1) Experiences of researcher, the experiment in CLIS learning model not occurs well. Because the instrument for experiment not

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