EFEKTIVITAS MODEL CHILDREN LEARNING IN SCIENCE (CLIS) DALAM PEMBELAJARAN IPA MATERI MEMBUAT KECAMBAH SISWA KELAS V MI FATHUL ULUM POTERAN SUMENEP

Abstract

This study aims to describe the implementation, effectiveness, and supporting and inhibiting factors of the Children Learning in Science (CLIS) learning model in science instruction on the topic of growing bean sprouts for fifth-grade students at MI Fathul Ulum Poteran Sumenep. The CLIS model was chosen because it is grounded in constructivist theory, which positions students as active subjects who build their own knowledge, offering an alternative to the lecture-based conventional teaching previously used at the school. This research applies a descriptive qualitative approach, with data collected through non-participant observation, semi-structured interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with credibility maintained through extended engagement, persistent observation, and source and method triangulation. The findings show that the CLIS model was implemented through five stages: orientation, elicitation of ideas, restructuring of ideas, application of ideas, and review of ideas. The model proved effective in improving students' understanding of science concepts, science process skills, and classroom engagement, as students no longer merely received material but constructed their own understanding through experimentation, discussion, and reflection. Supporting factors included clear teacher guidance, peer collaboration, curiosity, and active student involvement, while inhibiting factors included limited time, failed experiments, uneven responsibility among students in group work, and limited facilities. Overall, the CLIS model can serve as an effective alternative for science instruction in elementary Islamic schools by creating active and meaningful learning experiences.