<![CDATA[This study aims to (1) determine the effect of the CLIS learning model on students' conceptual understanding ability in IPAS learning at SDN 02 Selakau Tua, and (2) investigate the difference in students' conceptual understanding ability in IPAS learning taught using the Children Learning In Science (CLIS) model and the conventional model. This study employs a quantitative design with a Nonequivalent Control Group Design. The population consists of 48 fourth-grade students, with Class A as the control group and Class B as the experimental group, each consisting of 24 students. Non-probability sampling was used to select the sample. Prerequisite tests included normality testing using SPSS v25 and variance homogeneity testing to assess the similarity of variances between the two groups. The data were analyzed univariately with a significance level of 5% (0.05), using effect size calculations for the first hypothesis and a two-sample t-test for the second hypothesis. The results showed a significant difference between the experimental and control groups. The average posttest score for the experimental group was 77.08, while the control group scored 67.50. The Sig. value (0.000 < 0.05) and t-value (6.975 > 1.714) indicated that H0 was rejected and Ha was accepted. This suggests that the CLIS learning model has a significant effect on students' conceptual understanding of IPAS, with an effect size of 7.14, which falls into the high category.]]>
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