The Effect of Experiential Learning on Students’ Conceptual Understanding and Science Learning Outcomes on Energy Resources in Elementary School

Lisa Andriani; Fuad Fitriawan; Yafita Afrina Mu’ti

doi:10.59525/inestera.1383

Authors

Lisa Andriani Institut Agama Islam Sunan Giri Ponorogo; Indonesia
Fuad Fitriawan Institut Agama Islam Sunan Giri Ponorogo; Indonesia
Yafita Afrina Mu’ti Institut Agama Islam Sunan Giri Ponorogo; Indonesia

DOI:

https://doi.org/10.59525/inestera.1383

Keywords:

Experiential Learning, Understanding Ability, Learning Outcomes

Abstract

Learning science in elementary school should not only emphasize memorization but also involve direct experiences that enable students to actively construct knowledge. Experiential learning is considered an effective instructional approach that integrates students’ experiences into the learning process, allowing them to develop conceptual understanding and improve learning outcomes. This study aims to examine the effect of experiential learning on students’ conceptual understanding and learning outcomes in science, particularly on the topic of energy resources. This research employed a quantitative approach with a descriptive research design. The study was conducted at MIN 9 Magetan with 30 fourth-grade students as research participants. Data were collected using questionnaires, tests, interviews, and documentation. The questionnaire was used to measure students’ perceptions of experiential learning and their level of conceptual understanding, while written tests were used to measure science learning outcomes. The collected data were analyzed using multiple linear regression analysis. The findings indicate that experiential learning has a significant effect on both students’ conceptual understanding and learning outcomes. The regression analysis shows that experiential learning contributes 15.5% to students’ conceptual understanding and 66.4% to students’ science learning outcomes. These findings suggest that learning activities based on direct experiences can enhance students’ engagement and help them understand scientific concepts more effectively. Therefore, experiential learning can be considered an effective instructional strategy for improving elementary students’ conceptual understanding and learning outcomes in science learning.

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