<![CDATA[ABSTRAK Science learning practices in elementary schools are still frequently dominated by teacher-centered lecturing and rote memorization methods. This condition causes students to remain passive, preventing their science process skills, critical thinking abilities, and curiosity from developing optimally. This study aims to analyze the integrated implementation of various learning theories (constructivism, cognitivism, social learning, and humanism) in elementary school science learning practices, as well as to examine its implications for students' learning processes and dynamics. This study employed a descriptive qualitative approach. The research subjects were determined using a purposive sampling technique, consisting of one educator and 27 sixth-grade students at SD Negeri 1 Serdang during the 2025/2026 academic year. Data were collected through interviews, observations, documentation, and structured questionnaires, and then analyzed using the interactive model of Miles, Huberman, and Saldaña, along with triangulation for validity testing. The results indicated that the integration of learning theories creates active and meaningful learning. Questionnaire data showed high percentages in indicators of learning motivation and activity (92%), direct experience through experiments (89%), the use of concrete media (88%), and social interaction in group discussions (85%). The application of Bruner's, Vygotsky's, Piaget's, and humanistic theories proved successful in enhancing emotional-cognitive engagement, facilitating the understanding of abstract concepts, and building students' scientific character. Keywords: science learning, learning theories, elementary school ABSTRAK Praktik pembelajaran sains di sekolah dasar masih sering didominasi oleh metode ceramah dan hafalan yang berpusat pada guru. Kondisi ini menyebabkan peserta didik pasif, sehingga keterampilan proses sains, kemampuan berpikir kritis, dan rasa ingin tahu mereka tidak berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis implementasi berbagai teori belajar (konstruktivisme, kognitivisme, sosial, dan humanisme) secara terpadu dalam praktik pembelajaran sains di sekolah dasar, serta mengkaji dampaknya terhadap proses dan dinamika belajar peserta didik. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ditentukan melalui teknik purposive sampling , yang terdiri dari satu orang pendidik dan 27 peserta didik kelas VI di SD Negeri 1 Serdang tahun ajaran 2025/2026. Data dikumpulkan melalui wawancara, observasi, dokumentasi, dan angket terstruktur, kemudian dianalisis menggunakan teknik interaktif Miles, Huberman, dan Saldaña serta uji keabsahan triangulasi. Hasil penelitian menunjukkan bahwa teori belajar menciptakan pembelajaran yang aktif dan bermakna. Angket data menunjukkan persentase tinggi pada indikator motivasi dan keaktifan belajar (92%), pengalaman langsung melalui eksperimen (89%), pemanfaatan media konkret (88%), dan interaksi sosial dalam kelompok diskusi (85%). Penerapan teori Bruner, Vygotsky, Piaget, dan teori humanistik terbukti berhasil meningkatkan keterlibatan emosional-kognitif, mempermudah pemahaman konsep abstrak, serta membangun karakter ilmiah peserta didik. Kata Kunci: pembelajaran sains, teori belajar, sekolah dasar]]>
