Peer-reviewed article
THE UTILIZATION OF KIT MECHANICS IN LEARNING USING THE CLIS MODEL TO IMPROVE COGNITIVE LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS
Joice Michael Simanungkalit, Zulirfan, M. Nor ·
Summary
Written by AI, not yet AICS's view ·Key points
Limitations
Abstract
Physics learning at the junior high school level still faces challenges, including the use of conventional learning methods that make students passive and have difficulty understanding abstract concepts. This study aimed to improve students’ cognitive learning outcomes on work and energy materials through the utilization of Mechanics KIT using the Children Learning in Science (CLIS) learning model. This quantitative study employed a quasi-experimental method with a posttest-only control group design. The participants were 73 eighth-grade students at SMP Negeri 20 Pekanbaru, consisting of an experimental class and a control class. Data were collected using a 20-item multiple-choice cognitive learning outcome test and analyzed using descriptive statistics and an independent-samples t-test. The experimental class achieved a higher average cognitive learning outcome score (80.13) than the control class (71.45). The independent-samples t-test showed a significant difference between the two groups (p = 0.000 < 0.05). The findings indicate that Mechanics KIT combined with the CLIS model encourages students to actively participate in experiments, discuss concepts, and connect learning with real phenomena. The utilization of Mechanics KIT through the CLIS learning model significantly improves the cognitive learning outcomes of eighth-grade students on work and energy materials.