<![CDATA[Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan proses pembelajaran dengan menerapkan model pembelajaran Children Learning in Science (CLIS) , meningkatkan keterampilan berpikir rasional siswa kelas Va SDN Sidotopo IV/51 Surabaya. Data hasil observasi dan tes menggunakan teknik analisis data deskriptif kuantitatif. Hasil observasi aktivitas guru mengalami peningkatan di setiap siklus, masing-masing siklus I sebesar 74,04% , siklus II 92,31%, sedangkan peningkatan aktivitas siswa pada siklus I mencapai 73,75%, siklus II 87,5%. Sejalan dengan peningkatan aktivitas guru dan siswa, hasil belajar siswa pun meningkat. Hal ini terlihat dari meningkatnya persentase ketuntasan hasil belajar siswa pada siklus I 58,97%, siklus II 84,62%. Keterampilan berpikir siswa juga meningkat yaitu 66,14% pada siklus II meningkat menjadi 80,51% pada siklus II. Dari hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran Children Learning in Science (CLIS) dapat meningkatkan aktivitas guru, siswa, hasil belajar siswa dan keterampilan berpikir rasional siswa melalui pembelajaran Penyesuaian Makhluk Hidup terhadap Lingkungannya. Kata Kunci: model pembelajaran CLIS, keterampilan berpikir rasional Abstract The purpose of this study was to describe the increase in the learning process by applying learning models Children Learning in Science ( CLIS), improving the skills of rational thinking Va grade students of SDN Sidotopo IV/51 Surabaya. Observations and test results data using quantitative descriptive data analysis techniques. The results of observation of teacher activity has increased in each cycle, each cycle I is 74.04 %, 92.31 % second cycle, while the increase in the activity of students in the first cycle reaches 73.75 %, 87.5 % second cycle. In line with the increased activity of teachers and students, student learning outcomes increases. This is evident from the increasing percentage of completeness of student learning outcomes in the first cycle 58.97 %, 84.62 % second cycle. Thinking skills that students also increased by 66.14 % in the second cycle increased to 80.51 % in the second cycle. From the results it can be concluded that the application of learning models Children Learning in Science ( CLIS ) may enhance the activity of teachers, students, student learning outcomes and rational thinking skills of students through learning Living Adjustment of the Environment. Keywords: Children learning model Learning in Science ( CLIS ) , rational thinking skills]]>
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