PENGARUH MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) TERHADAP PEMAHAMAN KONSEP IPAS KELAS IV DI MIN 10 BANDAR LAMPUNG

Gazza, Abdul Adjis (2026) PENGARUH MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) TERHADAP PEMAHAMAN KONSEP IPAS KELAS IV DI MIN 10 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya pemahaman konsep IPAS peserta didik kelas IV di MIN 10 Bandar Lampung menjadi permasalahan yang melatarbelakangi penelitian ini. Kondisi tersebut dipengaruhi oleh proses pembelajaran yang masih didominasi metode konvensional berpusat pada guru (teacher-centered), sehingga peserta didik cenderung pasif, lebih banyak menghafal materi, dan belum mampu menghubungkan konsep dengan kehidupan sehari-hari. Berdasarkan hasil ulangan harian, sebanyak 54% peserta didik belum mencapai Kriteria Ketuntasan Minimal (KKM). Oleh karena itu, diperlukan model pembelajaran yang mampu melibatkan peserta didik secara aktif dalam membangun pengetahuannya. Salah satu model yang dipandang sesuai adalah Children Learning in Science (CLIS) karena berlandaskan pendekatan konstruktivisme yang menekankan aktivitas berpikir, mengamati, berdiskusi, dan menemukan konsep secara mandiri. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Children Learning in Science (CLIS) terhadap pemahaman konsep IPAS peserta didik kelas IV di MIN 10 Bandar Lampung. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian quasi experiment menggunakan desain Nonequivalent Control Group Design. Sampel penelitian ditentukan melalui teknik simple random sampling, yang terdiri atas kelas IV C sebagai kelas eksperimen sebanyak 37 peserta didik yang diberikan perlakuan menggunakan model CLIS dan kelas IV A sebagai kelas kontrol sebanyak 38 peserta didik yang menggunakan model Problem Based Learning (PBL). Pengumpulan data dilakukan melalui tes pilihan ganda berupa pretest dan posttest yang telah memenuhi uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis Independent Sample t-Test dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 79,46, lebih tinggi dibandingkan kelas kontrol yang memperoleh rata-rata 67,89. Hasil uji hipotesis memperoleh nilai signifikansi (Sig. 2-tailed) sebesar 0,000 < 0,05, sehingga H₀ ditolak dan H₁ diterima. Temuan tersebut menunjukkan bahwa modeliii pembelajaran Children Learning in Science (CLIS) berpengaruh secara signifikan terhadap peningkatan pemahaman konsep IPAS peserta didik kelas IV di MIN 10 Bandar Lampung. Dengan demikian, model CLIS dapat dijadikan sebagai alternatif pembelajaran yang efektif, kontekstual, dan berbasis konstruktivisme untuk meningkatkan pemahaman konsep peserta didik pada pembelajaran IPAS di sekolah dasar. ABSTRACT The low understanding of the IPAS concept among fourth-grade students at MIN 10 Bandar Lampung is the issue underlying this research. This condition is influenced by the learning process, which is still dominated by the teacher-centered conventional method, causing students to tend to be passive, memorize material more, and not yet able to connect concepts with everyday life. Based on the results of the daily tests, 54% of the students have not yet reached the Minimum Completeness Criteria (KKM). Therefore, a learning model that can actively involve students in building their knowledge is needed. One of the models considered suitable is Children Learning in Science (CLIS) because it is based on a constructivist approach that emphasizes thinking, observing, discussing, and independently discovering concepts. This study aims to determine the effect of the Children Learning in Science (CLIS) learning model on the understanding of IPAS concepts among fourth-grade students at MIN 10 Bandar Lampung. This study uses a quantitative approach with a quasi-experimental research type employing a Nonequivalent Control Group Design. The research sample was determined using the simple random sampling technique, consisting of class IV C as the experimental class with 37 students who were treated using the CLIS model, and class IV A as the control class with 38 students who used the Problem Based Learning (PBL) model. Data collection was conducted thru multiple-choice tests in the form of pretests and posttests that met the validity, reliability, difficulty level, and discrimination power tests. The data were analyzed using normality tests, homogeneity tests, and hypothesis tests (Independent Sample t-Test) with the help of the SPSS program. The research results showed that the average posttest score of the experimental class was 79.46, higher than the control class, which obtained an average of 67.89. The hypothesis test results obtained a significance value (Sig. 2-tailed) of 0.000 < 0.05, thus H₀ was rejected and H₁ was accepted. The findings indicate that the Children Learning in Science (CLIS) learning model significantly affects the improvement of concept understanding in IPAS among fourth-gradev students at MIN 10 Bandar Lampung. Therefore, the CLIS model can be used as an effective, contextual, and constructivism-based alternative for enhancing students' understanding of concepts in IPAS learning at elementary schools.

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