The Experiential Learning Model in Social Studies Instruction to Improve Learning Outcomes at Elementary School

Cornelia Narahawarin 1 Indonesia , Samuel P. Ritiauw 1 Indonesia
1 Department of Elementary School Teacher Education, Universitas Pattimura
Link Copied!
Published 2026-05-22
Vol. 5 No. 3 (2026) PAGES 1754-1767
DOI 10.51574/ijrer.v5i3.4843
Views / Downloads 263 88

Social Studies learning at the elementary school level faces challenges due to low student learning outcomes caused by passive, conventional instructional methods. This study aims to improve the learning outcomes of fifth-grade students at SD Negeri 1 Passo through the experiential learning model. Utilizing a Classroom Action Research design across two cycles, this study involved 19 students. Data were collected through learning outcome tests and observation sheets, then analyzed using descriptive quantitative techniques. The findings demonstrated progressive improvement: the class average rose from 57.73 (Poor) in the pre-test to 68.6 (Sufficient) in Cycle I and reached 81.5 (Good) in Cycle II. The model eliminated the Poor and Very Poor categories starting from Cycle I, culminating in a 100% classical completion rate in Cycle II, where 52.63% of students achieved the good category and 47.37% reached Very Good. Furthermore, optimizing the abstract conceptualization and active experimentation stages effectively strengthened higher-order thinking skills (HOTS), evidenced by a significant score increase in the highest-weight assessment aspect from 50.10% to 37.1 (out of 50). This study concludes that from a constructivist perspective, the experiential learning model exerts a transformative impact by habituating a systematic learning cycle, integrating concrete experiences, reflective observation, conceptualization, and practical application. This approach actively constructs student understanding and successfully bridges abstract social studies concepts into meaningful, applicable knowledge for elementary school students.

Narahawarin, C., & Ritiauw, S. P. (2026). The Experiential Learning Model in Social Studies Instruction to Improve Learning Outcomes at Elementary School. ETDC: Indonesian Journal of Research and Educational Review , 5(3), 1754–1767. https://doi.org/10.51574/ijrer.v5i3.4843
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Aini, N., & Untari, M. F. A. (2024). Keefektifan Model Experiential Learning terhadap Minat Belajar IPAS Kelas IV SD Negeri Kalicari 01 Semarang. Jurnal Pendidikan Tambusai, 8(1), 14766–14775.
  2. Alfikri, M., Nashrullah, N., Zulnuraini, Z., & Khairunnisa, K. (2025). Improving student learning outcomes in social studies subjects through inquiry model. Urwatul Wutsqo: Jurnal Studi Kependidikan Dan Keislaman, 14(2), 751-762. https://doi.org/10.54437/urwatulwutsqo.v14i2.2169
  3. Ali, Z. R., Idawati, I., & Suardi, S. (2025). Project Based Learning (PjBL) Model: Elementary School Students' Social Studies Learning Outcomes. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 1456-1465. https://doi.org/10.51574/ijrer.v4i4.3904
  4. Aljurdi, N. T., & Salloum, S. (2024). Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science. Journal of Experiential Education, 48(1). https://doi.org/10.1177/10538259241265964
  5. Ariyani, B., & Kristin, F. (2021). Model Pembelajaran Problem Based Learning Untuk Meningkatkan Hasil Belajar IPS Siswa SD. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 5(2). https://doi.org/10.56916/bip.v2i2.514
  6. Chan, H. H. K., Kwong, H. Y. C., Shu, G. L. F., Ting, C. Y., & Lai, F. H. Y. (2021). Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis. Frontiers in Psychology, 12(August). https://doi.org/10.3389/fpsyg.2021.709699
  7. Devi, N. L. K. J. S., Sudirman, I. N., Dewi, N. L. P. V., Ratnadi, N. K. A., Citrawati, N. K. W., & Perez, L. C. D. (2025). Literature Study: Analysis of Social Studies Learning in Developing Students’ Character at the Elementary School Level. DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar, 8(2), 173-180. https://doi.org/10.21831/didaktika.v8i2.86489
  8. Devi, M. K., & Thendral, M. S. (2023). Using Kolb's Experiential Learning Theory to Improve Student Learning in Theory Course. Journal of Engineering Education Transformations, 70-81. https://doi.org/10.16920/jeet/2023/v37i1/23133
  9. Dhana, P. W. (2024). Metode Experiental Learning dalam Meningkatkan Keaktifan Peserta Didik. Jurnal Pendidikan Dasar Dan Menengah (Dikdasmen), 4(1), 67–71. https://doi.org/10.31960/dikdasmen-v4i1-2388
  10. Ester, K., Kertih, I. W., & Lasmawan, I. W. (2025). The Role of Information Technology in Improving the Quality of Social Studies Learning in Elementary Education. ETDC: Indonesian Journal of Research and Educational Review, 4(4), 992-1002. https://doi.org/10.51574/ijrer.v4i4.3606
  11. Ganira, K. L., & Odundo, P. A. (2023). Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature. Asian Journal of Education and Social Studies, 42(1), 9–20. https://doi.org/10.9734/ajess/2023/v42i1905
  12. Habbah, E. S. M., & Sari, L. A. D. (2023). Evaluasi Motivasi Belajar Peserta Didik Dalam Mata Pelajaran IPAS Kelas IV Di Sekolah Dasar. Jurnal Tonggak Pendidikan Dasar, 2(2), 193–200. https://doi.org/10.22437/jtpd.v2i2.29172
  13. Hidayati, R., Triyanto, M., Sulastri, A., & Husni, M. (2022). Faktor Penyebab Menurunnya Motivasi Belajar Siswa Kelas IV SDN 1 Peresak. Jurnal Educatio FKIP UNMA, 8(3), 1153–1160. https://doi.org/10.31949/educatio.v8i3.3223
  14. Kavitha Devi, M. K., & Thendral, M. S. (2023). Using Kolb’s Experiential Learning Theory to Improve Student Learning in Theory Course. Journal of Engineering Education Transformations, 37(1), 70–81. https://doi.org/10.16920/jeet/2023/v37i1/23133
  15. Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom Engagement. Frontiers in Psychology, 12(October), 10–13. https://doi.org/10.3389/fpsyg.2021.771272
  16. Maksum, A., Widiana, I. W., & Marini, A. (2021). Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes. International Journal of Instruction, 14(3), 613-628. https://doi.org/10.29333/iji.2021.14336a
  17. Mpho, O. M. (2018). Teacher centered dominated approaches: Their implications for todays inclusive classrooms. International Journal of Psychology and Counselling, 10(2), 11-21. https://doi.org/10.5897/IJPC2016.0393
  18. Nerita, S., Ananda, A., & Mukhaiyar, M. (2023). Pemikiran Konstruktivisme Dan Implementasinya Dalam Pembelajaran. Jurnal Education and Development, 11(2), 292–297. https://doi.org/10.37081/ed.v11i2.4634
  19. Ningrum, D. R., Sari, N. E., & Kustiyah, S. (2024). Peningkatan Hasil Belajar Siswa Kelas VI dengan Penerapan Experiental Learning Pada Mata Pelajaran IPA Materi Sistem Tata Surya. Journal of Elementary School (JOES), 7(1), 17–27. https://doi.org/10.31539/joes.v7i1.10633
  20. Nurdiah, R. F., Budiyanto, M., & Alima, S. A. (2024). Pembelajaran Aktif: Implementasi Pendekatan Experiential Learning Pada Pembelajaran IPA untuk Meningkatkan Hasil Belajar. PENDIPA Journal of Science Education, 8(2), 164–170. https://doi.org/10.33369/pendipa.8.2.164-170
  21. Pambudi, D. S. (2022). The Effect of Outdoor Learning Method on Elementary Students Motivation and Achievement in Geometry. International Journal of Instruction, 15(1), 747–764. https://doi.org/10.29333/iji.2022.15143a
  22. Pamungkas, A. A., Susiani, T. S., & Salimi, M. (2023). Analisis Kesulitan Belajar Siswa Pada Pembelajaran IPS di Kelas IV SD Negeri 2 Kedungmenjangan Kecamatan Purbalingga, Kabupaten Purbalingga Tahun Ajaran 2021/2022. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 11(1). https://doi.org/10.20961/jkc.v11i1.63553
  23. Rahmayati, G. T., & Prastowo, A. (2023). Pembelajaran Ilmu Pengetahuan Alam Dan Sosial Di Kelas IV Sekolah Dasar Dalam Kurikulum Merdeka. Elementary School Journal PGSD FIP Unimed, 13(1), 16–25. https://doi.org/10.24114/esjpgsd.v13i1.41424
  24. Ramadhan, D., Nurlaili, I., Primastuti, K. P., Widyawati, R., Farida, V., & Muhtarom, T. (2025). Mengembangkan Karakter Aktif dan Mandiri Dengan Metode Experiental Learning di SD IT Alam Nurul Islam. PESHUM : Jurnal Pendidikan, Sosial Dan Humaniora, 4(2), 1672–1685. https://ulilalbabinstitute.co.id/index.php/PESHUM/article/view/7195
  25. Ranken, E., Wyse, D., Manyukhina, Y., & Bradbury, A. (2025). The effect of experiential learning on academic achievement of children aged 4–14: A rapid evidence assessment. Curriculum Journal, 36(3), 417–434. https://doi.org/10.1002/curj.304
  26. Sari, D. V. A., & Murni, A. W. (2024). Efektivitas Model Experiential Learning Terhadap Kemampuan Literasi Sains Peserta Didik Pada Materi Penyerapan Air Bersih Di Kelas IV SDN Sumokembangsri 1. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(2), 58–66. https://doi.org/10.23969/jp.v10i02.26312
  27. Sasmita, R. N., Sapriya, S., & Maryani, E. (2022). Critical thinking on social studies learning for elementary school students. Nazhruna: Jurnal Pendidikan Islam, 5(3), 1377-1387. https://doi.org/10.31538/nzh.v5i3.2355
  28. Sulasriani, D., Samawi, A., Sunarti, L., & Laksanawati, E. (2023). Penggunaan LKPD IPAS Berbasis Experiental Learning Untuk Meningkatkan Hasil Belajar Materi Pengaruh Gaya Terhadap Benda Peserta Didik Kelas IV SD. Pendas : Jurnal Ilmiah Pendidikan Dasar, 8(1), 306–312. https://doi.org/10.23969/jp.v8i1.8419
  29. Susanto, A. H., Wulandari, M. D., & Darsinah. (2024). Optimalisasi Pembelajaran Anak Usia Sekolah Dasar Melalui Pemahaman Teori Perkembangan Kognitif Jean Piaget. Pendas : Jurnal Ilmiah Pendidikan Dasar, 9(4), 167–186. https://doi.org/10.23969/jp.v9i4.17102
  30. Susiloningsih, E., Sumantri, M. S., & Marini, A. (2023). Experiential Learning Model in Science Learning: Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 9(9), 550–557. https://doi.org/10.29303/jppipa.v9i9.4452
  31. Susilowati, A., & Sutama. (2022). Kesulitan belajar IPS pada siswa sekolah dasar: Studi pada SD Muhammadiyah Kota Bangun Kutai Kartanegara. JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia), 9(1), 31–43.
  32. Uyen, B. P., Tong, D. H., & Lien, N. B. (2022). The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade. Frontiers in Education, 7(April), 1–13. https://doi.org/10.3389/feduc.2022.858631
  33. Viqri, D., Gesta, L., Rozi, M. F., Syafitri, A., Falah, A. M., Khoirunnisa, K., & Risdalina, R. (2024). Problematika Pembelajaran IPAS dalam Kurikulum Merdeka. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 4(2), 310–315. https://doi.org/10.54371/jiepp.v4i2.419
  34. Wadu, E. N., Nitte, Y. M., Nahak, K. E. N., & Tanggur, F. S. (2024). Pengaruh Penerapan Model Pembelajaran Experiential Learning dalam Meningkatkan Keaktifan Belajar Peserta Didik pada Mata Pelajaran IPAS di Kelas V SD Inpres Oesapa Kota Kupang. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 4(2), 660–672. https://doi.org/10.53299/jppi.v4i2.568
  35. Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb s experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of medical education and curricular development, 9, 23821205221091511. https://doi.org/10.1177/23821205221091511

Copyright (c) 2026 Cornelia Narahawarin, Samuel P. Ritiauw

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.

Dimensions Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Classroom Action Research Elementary School Experiential Learning Learning Outcomes Social Studies
Crossref
Scopus
Google Scholar
Europe PMC