Correcting Middle School Students' Misunderstandings Using the CLIS Model on Temperature, Heat, and Expansion Material
DOI:
10.29303/jppipa.v12i3.14334Published:
2026-03-25Downloads
Abstract
Students' misconceptions in science learning, particularly on temperature, heat, and expansion, are still frequently found in junior high school and have the potential to influence the development of an accurate understanding of scientific concepts. This situation indicates the need for the implementation of a learning model oriented towards conceptual change. Therefore, this study aims to analyze the effectiveness of the Children's Learning in Science (CLIS) model in remediating misconceptions among seventh-grade students at the UNP Laboratory Development School. This study was a pre-experimental study with a one-group pretest-posttest design involving 25 students. Data were collected through a diagnostic test to identify misconceptions, observation sheets on the implementation of the learning model, and student response questionnaires. Data were analyzed using the Decrease of Quantitative Misconception (DQM) index and the McNemar test using SPSS. The results showed that the average percentage of student misconceptions decreased from 23% in the pretest to 10% in the posttest, while the percentage of students who understood the concepts increased from 14% to 54%. The CLIS model was implemented well, with an average learning model implementation score of 73%. The DQM analysis showed the effectiveness of remediation in the moderate category, with an average score of 59%. The McNemar test obtained an Asymp.Sig. value of 0.000 with a significance level of α = 0.05, indicating a significant difference between student conceptions before and after the learning process. Furthermore, the questionnaire results showed that 71% of students responded well. Thus, the CLIS model was effective in producing significant changes in conceptions and received positive responses, thus having implications for improving the quality of science learning.
Keywords:
CLIS model Misconceptions Remediation Science learning Temperature and heatReferences
Aleknaviciute, G., Vosniadou, S., & Skuballa, I. (2023). Thirty years of conceptual change research: A meta-analysis. Educational Psychology Review, 35(2), 1–25. https://doi.org/10.1007/s10648-023-09745-2
Amiruddin, M. Z. Bin, Samsudin, A., Suhandi, A., Kaniawati, I., Aminudin, A. H., COŞTU, B., Suliyanah, S., Sunarti, T., Irfan, A. E. B. M., & Purwanto, M. G. (2024). A Literature Review on Conceptual Change: How Does it Contribute to Science Education? International Journal of Current Educational Research, 3(1), 29–42. https://doi.org/10.53621/ijocer.v3i1.267 DOI: https://doi.org/10.53621/ijocer.v3i1.267
Arikunto, S. (2019). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Aris, I. H. (2022). Studi meta-analisis pengaruh model pembelajaran learning cycle terhadap hasil belajar biologi. Universitas Islam Negeri Walisongo.
Caleon, I. S., & Subramaniam, R. (2010). Do Students Know What They Know and What They Don’t Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students’ Alternative Conceptions. Research in Science Education, 40(3), 313–337. https://doi.org/10.1007/s11165-009-9122-4 DOI: https://doi.org/10.1007/s11165-009-9122-4
Dalifa, M., Dewi, I. P., Resmidarni, R., & Asmara, D. (2025). Rancang Bangun Media Augmented Reality Pada Mata Pelajaran Dasar-Dasar Teknik Jaringan Komputer dan Telekomunikasi untuk Meningkatkan Minat Belajar Siswa. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(3), 1327–1338. https://doi.org/10.31004/riggs.v4i3.2157 DOI: https://doi.org/10.31004/riggs.v4i3.2157
Fitria, D., Jamaris, & Sufyarma. (2021). Implementation Of Constructivism Learning Theory In Science. International Journal Of Humanities Education and Social Sciences (IJHESS), 1(3), 228–235. https://doi.org/10.55227/ijhess.v1i3.71 DOI: https://doi.org/10.55227/ijhess.v1i3.71
Fitria, E. (2022). Remediasi Miskonsepsi Materi Tekanan Zat Cair Pada Siswa Sma Negeri 3 Halmahera Timur Dengan Model Pembelajaran Children Learning In Science (Clis) Berbantuan Simulasi PhET. Jurnal Ilmiah Wahana Pendidikan, 8(22), 273–280. Retrieved from http://jurnal.peneliti.net/index.php/JIWP/article/view/2907%0Ahttp://jurnal.peneliti.net/index.php/JIWP/article/download/2907/2252
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a DOI: https://doi.org/10.12973/eurasia.2015.1369a
Hanum, C. B., Sopandi, W., & Sujana, A. (2023). Students’ Participation and Collaboration Skills through RADEC Learning Model and the Influencing Factors. Mimbar Sekolah Dasar, 10(1), 210–225. https://doi.org/10.53400/mimbar-sd.v10i1.55449 DOI: https://doi.org/10.53400/mimbar-sd.v10i1.55449
Harefa, D., Sarumaha, M., Fau, A., Telaumbanua, T., Hulu, F., Telambanua, K., Sari Lase, I. P., Ndruru, M., & Marsa Ndraha, L. D. (2022). Penggunaan Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Kemampuan Pemahaman Konsep Belajar Siswa. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(1), 325. https://doi.org/10.37905/aksara.8.1.325-332.2022 DOI: https://doi.org/10.37905/aksara.8.1.325-332.2022
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. W. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333–362. https://doi.org/10.1002/tea.21004 DOI: https://doi.org/10.1002/tea.21004
Kurniawan, Y., Suhandi, A., & Hasanah, L. (2016). The influence of implementation of interactive lecture demonstrations (ILD) conceptual change oriented toward the decreasing of the quantity students that misconception on the Newton’s first law. AIP Conference Proceedings, 1708(1), 070007. https://doi.org/10.1063/1.4941180 DOI: https://doi.org/10.1063/1.4941180
Lathifah, M., & Ndona, Y. (2024). The Role of Education in Building Civilized Humanity. Lencana: Jurnal Inovasi Ilmu Pendidikan, 2(3), 184–193. Retrieved from https://proceedings.ums.ac.id/iceiss/article/view/6318 DOI: https://doi.org/10.55606/lencana.v2i3.3764
Lestari, L., Rini, C. P., & Gumilar, A. (2024). Analisis Pemahaman Konsep dalam Pembelajaran IPA pada Siswa Kelas IV SD. Journal of Education Research, 5(4), 4533–4538. https://doi.org/10.37985/jer.v5i4.1590 DOI: https://doi.org/10.37985/jer.v5i4.1590
Maison, M., Lestari, N., & Widaningtyas, A. (2020). Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi. Jurnal Penelitian Pendidikan IPA, 6(1), 32–39. https://doi.org/10.29303/jppipa.v6i1.314 DOI: https://doi.org/10.29303/jppipa.v6i1.314
Mufit, F., Festiyed, Fauzan, A., & Lufri. (2019). The application of real experiments video analysis in the CCBL model to remediate the misconceptions about motion’s concept. Journal of Physics: Conference Series, 1317(1), 12156. https://doi.org/10.1088/1742-6596/1317/1/012156 DOI: https://doi.org/10.1088/1742-6596/1317/1/012156
Mukhlisa, N. (2021). Miskonsepsi Pada Peserta Didik. SPEED Journal : Journal of Special Education, 4(2), 66–76. https://doi.org/10.31537/speed.v4i2.403 DOI: https://doi.org/10.31537/speed.v4i2.403
Muliyadi, L., Doyan, A., Susilawati, Hamidi, Hakim, S., & Munandar, H. (2023). Training on Using PhET Virtual Media on Newton’s Law of Gravity for Class X Students at Islamic Senior High School of Syaikh Abdurrahman Kotaraja, East Lombok. Unram Journal of Community Service, 1(1), 15–18. Retrieved from https://journals.balaipublikasi.id/index.php/jcss/article/view/68
Munandar, S. A., & BP, A. R. (2022). Pengertian pendidikan, ilmu pendidikan, dan unsur-unsur pendidikan. Al Urwatul Wutsqa: Kajian Pendidikan Islam, 2(1), 1–8. Retrieved from https://journal.unismuh.ac.id/index.php/alurwatul/article/view/7757
Novanto, Y. S., Djudin, T., T, A. Y., Basith, A., & Murdani, E. (2023). Kemampuan Pemahaman Konsep Ipa Pada Siswa Sekolah Dasar Berdasarkan Gender. JPDI (Jurnal Pendidikan Dasar Indonesia), 8(1), 43. https://doi.org/10.26737/jpdi.v8i1.4260 DOI: https://doi.org/10.26737/jpdi.v8i1.4260
Ocak, İ., & Hocaoğlu, N. (2021). Developing Co-constructivism Scale at Science Courses for Secondary School Students. Kuramsal Eğitimbilim, 14(4), 665–696. https://doi.org/10.30831/akukeg.892910 DOI: https://doi.org/10.30831/akukeg.892910
Putri, A. S., & Nasution, S. W. (2022). Pengaruh Model Pembelajaran Children Learning in Science (Clis) Terhadap Hasil Belajar Ranah Kongnitif Siswa Pada Konsep Fluida Statis. SAINTIFIK@: Jurnal Pendidikan MIPA, 7(1), 112–121. https://doi.org/10.33387/saintifik.v7i1.4996 DOI: https://doi.org/10.33387/saintifik.v7i1.4996
Rahayu, M. S., Hasan, I., Asmendri, A., & Sari, M. (2023). Relavansi Kurikulum Dan Pembelajaran Dalam Pendidikan. Dharmas Education Journal (DE_Journal), 4(1), 108–118. https://doi.org/10.56667/dejournal.v4i1.925 DOI: https://doi.org/10.56667/dejournal.v4i1.925
Rahmawati, A., & Kamaludin, A. (2023). Development of Motion Graphic Video for Electrolyte and Non-Electrolyte Solutions to Increase Senior High School Students’ Interest in Learning. Jurnal Penelitian Pendidikan IPA, 9(4), 1753–1764. https://doi.org/10.29303/jppipa.v9i4.1777 DOI: https://doi.org/10.29303/jppipa.v9i4.1777
Rustaman, N., Wahyuningsih, T., Ratnaningsih, A., & Sutarno, N. (2021). Materi dan pembelajaran IPA SD. Jakarta: Penerbit Universitas Terbuka.
Sari, R. R., & Gani, A. A. (2019). Model pembelajaran CLIS dengan orientasi observasi gejala fisis dalam pembelajaran IPA-Fisika di SMP. Jurnal Pembelajaran Fisika Universitas Jember, 3(4), 138–152. Retrieved from https://www.neliti.com/publications/138520/model-pembelajaran-clis-children-learning-in-science-dengan-orientasi-melalui-ob
Sele, Y., Nomleni, F. T., & Sir, M. S. (2021). The Gender Equality in CLIS Model and Brain Gym Technique: A Review of Cognitive Learning Outcomes. Unnes Science Education Journal, 10(1), 41–48. https://doi.org/10.15294/usej.v10i1.42794 DOI: https://doi.org/10.15294/usej.v10i1.42794
Şensoy, Ö., & Yeşil, M. (2025). The effect of conceptual change texts on students’ understanding of scientific concepts. Pedagogical Research, 10(3), 1–12. https://doi.org/10.29333/pr/12345 DOI: https://doi.org/10.17275/per.25.36.12.3
Sirajudin, M. H., Hadi, W. P., Wahyuni, E. A., Rosidi, I., & Yasir, M. (2022). Analisis Miskonsepsi Siswa Pada Materi Sistem Pecernaan Menggunakan Instrumen Four-Tier Test. Jurnal Natural Science Educational Research, 5(2), 105–111. https://doi.org/10.21107/nser.v5i2.16540
Sismawati, & Syaiful, B. A. (2023). Meremediasi miskonsepsi siswa tentang perpindahan kalor menggunakan CLIS berbantuan animasi Swish Max. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa (JPPK), 12(11), 73–80. https://doi.org/10.26418/jppk.v12i11.69043
Skoumios, M., & Hatzinikita, V. (2006). The Role of Cognitive Conflict in Science Concept Learning. The International Journal of Learning: Annual Review, 12(7), 185–194. https://doi.org/10.18848/1447-9494/cgp/v12i07/48002 DOI: https://doi.org/10.18848/1447-9494/CGP/v12i07/48002
Solehah, S. M., Sitompul, S. S., & Hidayatullah, M. M. S. (2024). Remediasi Miskonsepsi Peserta Didik Menggunakan Model Children Learning in Science (Clis) Pada Materi Energi Di Mts Ti Al-Madani. Jurnal Education and Development, 12(3), 298–305. https://doi.org/10.37081/ed.v12i2.5918
Sua, Y., Kurniawan, Y., & Mulyani, R. (2022). Penerapan Model Pembelajaran Loi (Levels Of Inquiry) Berbantuan Media Simulasi Virtual Terhadap Penurunan Kuantitas Miskonsepsi Siswa Pada Materi Kalor Dan Perpindahannya. Journal of Educational Review and Research, 5(1), 52. https://doi.org/10.26737/jerr.v5i1.2778 DOI: https://doi.org/10.26737/jerr.v5i1.2778
Sugiyono. (2014). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
Suparno, P. (2013). Miskonsepsi & perubahan konsep dalam pendidikan fisika. Gramedia Widiasarana.
Suprapto, N. (2020). Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science. Studies in Philosophy of Science and Education, 1(2), 50–55. https://doi.org/10.46627/sipose.v1i2.24 DOI: https://doi.org/10.46627/sipose.v1i2.24
Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran. Pustaka Pelajar.
Utami, R. (2019). Analisis Miskonsepsi Siswa Dan Cara Mengatasinya Pada Materi Bentuk Aljabar Kelas Vii-C Smp Negeri 13 Malang. JPM : Jurnal Pendidikan Matematika, 3(1), 37. https://doi.org/10.33474/jpm.v3i1.2606 DOI: https://doi.org/10.33474/jpm.v3i1.2606
License
Copyright (c) 2026 Andini Febriani, Khairil Arif, Fakhri Syafitra
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
