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Abstract

This study aims to determine the significant differences in the ability to think inductive science between students who are given CLIS (Children Learning In Science) learning models with students who are given conventional learning. The sample studied consisted of 30 experimental class students and 30 control class students. before it is given to the research object, the instrument test is done first, namely the validity and reliability test with 20 valid essay questions. Before the data analysis required normality test with Chi Square test (2) obtained 2 count = 38.41> 2 tables = 7.815 and control class 2 count = 39.55 <2 tables = 7.815, then H0 was accepted by normal samples. As well as Homogeneity test with pretest data Fcount = 2.128> Ftabel 1.850 and posttest data Fcount 0.875> Ftabel 1.850 it is a t-test with a significance level α = 0.05. For pretest data tcount = 2.049 <table 2.45 means that H0 is accepted. Posttest tcount = 0.252> ttable = 2.045. Then H0 is rejected H0 is accepted. It can be concluded from the results of hypothesis testing that there are significant differences in the application of the CLIS (Children Learning In Science) learning model to the Students' Inductive Thinking Ability in Science Learning for Class V Students of SD Pakuhaji II Elementary School Pakuhaji District Tangerang