ABSTRAK Penelitian ini bertujuan untuk mengetahui adakah Pengaruh Model Pembelajaran CLIS (Children Learning In Science) Terhadap Pemahaman Konsep Matematika Kelas IV UPTD SDN Tanjung jati 1. Pendekatan penelitian kuantitatif metode, quasi eksperimental design dan teknik nonequivalent control group design. Sampel penelitian siswa UPTD SDN Tanjung Jati 1 kelas IV-A dan IV-B yang berjumlah 44 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes dan observasi. Tahap yang digunakan adalah uji validitas, uji reliabulitas, uji taraf kesukaran soal, uji daya pembeda soal, uji normalitas, uji homogenitas, uji t dua sampel independen. Hasil uji t dua sampel independent dengan taraf signifikan 5% diperoleh hasil pretest menunjukkan tidak terdapat perbedaan hasil pretest antara kelas eksperimen dan kelas kontrol, dengan -t_tabel ? t_hitung ? t_tabel = 2,0181 ? 1,4237 ? 2,0181 maka Ho diterima, Hasil uji t dua sampel independent post-test menunjukkan terdapat perbedaan hasil posttest antara kelas eksperimen dan kelas control, dengan t_hitung sebesar 13,5133 dan t_tabel sebessr 2,0181 maka Ho ditolak. Sehingga dapat disimpulkan terdapat Pengaruh Model Pembelajaran CLIS (Children Learning In Science) Terhadap Pemahaman Konsep Matematika Kelas IV UPTD SDN Tanjung jati 1. Kata kunci: Model Pembelajaran CLIS (Children Learning In Science), Pemahaman Konsep, Pembelajaran Matematika

ABSTRAK This research objective is to find out the influences from CLIS (Children Learning In Science) as learning model towards mathematic understanding concept for 4th years students in Public Elementary School Tanjung Jati 1. The approach which applied is quantitative method, quasi experimental design and nonequivalent control group design technique. Research sample is students from Public Elementary School Tanjung Jati 1 IV-A and IV-B class which in total 44 students. Test and observation are applied to gather data. There are several sequences for the test, first is validity, reliability, questions difficulty, test of question to distinguish student understanding, homogeneity, t two independent sample test. The result of t test dual independent sample with significance degree 5% shown, if there are no difference result from pretest between experiment class and control class, with -t_table ? t_count ? t_table = 2,0181 ? 1,4237 ? 2,0181 then Ho is accepted, Meanwhile, the outcome of t dual independent sample test in the post-test indicate differentiation between experiment class and control class, with t_count the score is 13,5133 and t_table the score 2,0181 resulting Ho being rejected. In conclusion, if there are influence in CLIS (Children Learning In Science) learning model towards mathematic understanding concept in 4th year Tanjung Jati 1 Public Elementary School. Key Words: Learning Model CLIS (Children Learning In Science), Concept Understanding, of Mathematic Learning

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