<![CDATA[This study aims to determine the difference in the improvement of conceptual understanding abilities in the subject of Natural Sciences between classes that apply the Station Rotation type Blended Learning model and classes that apply the Direct Instruction model. This study is motivated by the low conceptual understanding of fourth grade students in the subject of Natural Sciences at UPI Laboratory Elementary School Cibiru, among others, students often experience difficulties in interpreting the concept of Natural Sciences, the application of models and methods that are less varied so that students have less endurance of learning focus, and less attention to differences in student characteristics. This study uses a quantitative approach with the Quasi-Experimental method of the Non-Equivalent Control Group Design type. The population of this study is the fourth grade of UPI Laboratory Elementary School Cibiru, while the sample of this study is the students of class IV E as many as 22 students as the control class and class IV F as many as 23 students as the experimental class. The data collection techniques are documentation, tests, and observations. Data analysis techniques with descriptive analysis consisting of analysis of test and non-test results and analysis of prerequisite tests namely normality tests and homogeneity tests, inferential analysis namely hypothesis tests, and N-Gain tests. Data analysis was carried out with the help of IBM SPSS Statistics 26 software. The results of the independent t-test N-Gain showed a sig. (2-tailed) value of 0.000 < 0.05. The average N-Gain value of the control class was 0.39 with the "moderate" category and the experimental class was 0.65 with the "moderate" category. Thus, H1 was accepted and H0 was rejected, which stated that there was a difference in increasing conceptual understanding in the science subject between classes applying the Station Rotation type Blended Learning model and the Direct Instruction model.]]>
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