The Influence of Classroom Climate in Independent Learning on the Understanding of Science Concepts of Grade IV
DOI:
https://doi.org/10.22487/me.v21i2.4911Keywords:
Classroom Climate, Freedom to Learn, Understanding Science ConceptsAbstract
This study aimed to describe the classroom climate in the implementation of independent learning in science classes, measure students’ science concept understanding, and analyze the influence of classroom climate on concept mastery among grade IV students in South Palu District. Using a quantitative nonequivalent control group design, the study involved one experimental group and 100 students from four elementary schools. Pretest–posttest comparisons showed that classroom-climate-based independent learning significantly improved students’ science understanding. All four schools recorded p < 0.05 in paired t-tests, indicating that the improvement resulted from the intervention. The effect size was large (d = 1.03–2.45) and consistent across schools. Overall, integrating classroom climate into independent learning created a supportive environment that enhanced students’ science concept mastery.References
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