<![CDATA[This research was motivated by the low understanding of science concepts regarding the water cycle among fifth-grade students at SDN 2 Siangan, stemming from the prevalence of abstract, conventional teaching methods. The primary objective of this study was to enhance student learning outcomes and conceptual mastery through the implementation of the Co-Experiment model, which is rooted in experiential learning. This classroom action research was conducted over two cycles, incorporating systematic stages of planning, action, observation, and reflection, involving all fifth-grade students at the school. Learning outcome data were gathered through evaluation tests and analyzed using descriptive quantitative methods. The results indicate that the Co-Experiment model successfully transformed the learning process into a more dynamic experience through the utilization of concrete media, such as dioramas and ziploc simulations. A significant improvement in academic performance was observed, with classical mastery increasing from 36% in the pre-cycle phase to 57.14% in the first cycle, eventually reaching 85.71% by the end of the second cycle. These findings confirm that integrating independent scientific exploration, collaborative teamwork, and structured facilitation is highly effective in reducing misconceptions and strengthening students' scientific literacy. Consequently, the Co-Experiment model based on experiential learning is highly recommended as an excellent instructional strategy for fostering meaningful science education in primary schools.]]>
