Analysis of the Implementation of the CLIL Approach in Learning Humanities and Social Sciences (HSS): A Case Study at MI Arroyyan

Abstract

Abstract— This article aims to describe the suitability of Content and Language Integrated Learning (CLIL) in Humanities and Social Science (HSS) subjects at MI Arroyyan. CLIL is a learning method that combines material and language in its application. This research is a qualitative descriptive design conducted through a case study and the technique of collecting data is done by classroom observation, interviewing the HSS teaching teacher and 8 students, and documentation. The results showed that the application of CLIL in MI Arroyyan was able to improve critical thinking skills, better understanding of the material, speaking English, and caring for each other in the context of HSS lessons. The application of CLIL also determines students’ understanding and increases their English vocabulary. In addition, my involvement also helped the teacher in preparing the class and learning to be more active and meaningful. The author also contributed directly to the data collection and analysis process. The findings show that CLIL has the potential to be an alternative approach in learning HSS at the primary education level as well as madrasah education.

Keywords— Content and Language Integrated Learning (CLIL), Humanities and Social Science (HSS), MI Arroyyan

Abstrak— Artikel ini bertujuan untuk mendeskripsikan kesesuaian Content and Language Integrated Learning (CLIL) dalam mata pelajaran Humanities and Social Science (HSS) di MI Arroyyan. CLIL merupakan metode pembelajaran yang menggabungkan materi dan bahasa dalam penerapannya. Penelitian ini merupakan studi deskriptif kualitatif yang dilakukan melalui studi kasus dan teknik mengumpulkan data dilakukan dengan observasi kelas, wawancara pihak guru pengajar HSS dan 8 siswa, serta dokumentasi. Hasil penelitian menunjukkan bahwa penerapan CLIL di MI Arroyyan mampu meningkatkan kemampuan berpikir kritis, pemahaman materi yang lebih baik, berbicara menggunakan bahasa Inggris, serta saling peduli dalam konteks pelajaran HSS. Penerapan CLIL juga menentukan pemahaman serta menambah kosa kata bahasa Inggris siswa. Selain itu, keterlibatan penulis juga membantu guru dalam menyiapkan kelas dan pembelajaran agar lebih aktif dan bermakna. Penulis juga berkontribusi secara langsung dalam proses pengumpulan dan analisis data. Temuan ini menunjukkan bahwa CLIL berpotensi menjadi alternatif pendekatan dalam pembelajaran HSS di jenjang pendidikan dasar.

Kata Kunci— Content and Language Integrated Learning (CLIL), Humanities and Social Science (HSS), MI Arroyyan