Implementing the CLIS (Children Learning in Science) Model with Canva's Assistance to Improve Elementary School Students' Science Literacy

This study departs from the low scientific literacy of Indonesian students, as reflected in the PISA results. The purpose of this study is to analyze the improvement of scientific literacy and compare it between students treated using the CLIS model assisted by Canva and conventional learning. The method used is a pre-experiment with a one-group pretest-posttest design on 30 fifth-grade elementary school students. Data collected through a scientific literacy test with 12 questions (10 PG and 2 essays) and observations, then analyzed using validity, reliability, normality, and Paired Sample T-test . The results of the study indicate that the test instrument for question validity and reliability are valid and reliable. The results of the pretest and posttest normality tests are normally distributed. The Paired Sample T-test produced a Sig. value of 0.001 <0.05, which indicates a significant difference between the pretest and posttest scores. Thus, the application of the CLIS (Children Learning In Science) model assisted by Canva has been proven effective in improving the scientific literacy of elementary school students. The implications of this study provide empirical evidence of an effective synthesis between the constructivist approach (CLIS model) and educational technology (Canva), offering practical and contextual solutions for teachers to optimize science learning in elementary school. Thus, it is concluded that the integration of the CLIS model with Canva visual media is an innovative strategy that can improve the scientific literacy of elementary school students.