<![CDATA[Dalam pembelajaran IPA di SD, pada umumnya guru hanya menggunakan model pembelajaran konvensional tanpa menggunakan langkah percobaan atau pengamatan yang mengakibatkan pembelajaran kurang bermakna. Hal ini berdampak pada rendahnya motivasi dan hasil belajar siswa. Berdasarkan hal tersebut, peneliti berinisiatif mengujikan sebuah model pembelajaran CLIS. Desain penelitian ini menggunakan Quasi Experimental Populasinya yaitu 59 siswa kelas V SD Negeri Debong Tengah 1 dan 3 Kota Tegal tahun ajaran 2013/2014. Teknik pengumpulan data yang dipakai meliputi dokumentasi, observasi, tes, dan angket. Teknik analisis data yang digunakan yaitu uji prasyarat analisis  yang meliputi normalitas, homogenitas, serta analisis akhir yang menggunakan uji-t. Berdasarkan hasil uji hipotesis data motivasi belajar siswa menunjukkan nilai thitung sebesar 3,414 dan t tabel sebesar 1,677 (thitung > ttabel), sehingga Ho ditolak. Dapat disimpulkan motivasi belajar IPA siswa dengan menerapkan model CLIS lebih baik daripada yang menerapkan model pembelajaran konvensional. Hasil uji hipotesis untuk hasil belajar siswa menunjukkan nilai thitung sebesar 2,941 dan ttabel sebesar 1,677 (thitung > ttabel), sehingga Ho ditolak. Jadi, dapat disimpulkan bahwa penerapan model CLIS terbukti efektif terhadap motivasi dan hasil belajar siswa pada pembelajaran IPA materi perubahan sifat benda. Learning science in elementary school teachers generally only use conventional learning models without the use of steps that lead to experimental or observational learning less meaningless. This resulted in low motivation and student learning outcomes. Based on that, the researchers examined the initiative CLIS an innovative learning model.Design Quasi-Experimental research using experimental designs. Populations in this study were 59 students of fifth grade of Debong Tegal 1 and 3 Elementary School of the academic year 2013/2014. Sampling using probability sampling with simple random sampling method. Data collection techniques employed include documentation, observation, tests, and questionnaires. Data analysis techniques used are prerequisite test analysis include normality, homogeneity, and final analysis. In the final analysis or research hypothesis testing using t-test. Based on the results of hypothesis testing students motivation with the data using the calculation formula of comparative hypothesis testing independent samples, suggesting that tcount 3,414 and ttable1,677(t count > t table), then Ho is rejected. Meanwhile, the results of hypothesis testing for student learning outcomes shows that t count and ttable 2,941 and 1,677(t count > t table), then Ho is rejected. So it can be concluded that, CLIS proven effective implementation of the model on motivation and student learning outcomes in science learning material change in the nature of things.]]>
