<![CDATA[Teaching the topic of phase changes in elementary schools often faces challenges, such as students' difficulties in understanding the physical changes from solid to liquid, liquid to gas, and gas to liquid. This study aims to enhance students' understanding of the process of phase changes through experiment-based learning, group discussions, and the implementation of authentic assessment. Authentic assessment is used to measure students' understanding more deeply by involving tasks that assess practical skills, conceptual understanding, and the ability to reflect on their learning. The method used is Classroom Action Research (CAR), conducted in two cycles at SD N 10 Koto Tinggi Surian, involving 30 fifth-grade students. Each cycle consists of planning, implementation, observation, and reflection. The learning focuses on experiments such as melting ice, boiling water, and observing condensation, along with group discussions to deepen conceptual understanding. The research instruments include performance tests, portfolios, assessment rubrics, and observation sheets to assess student involvement. The results indicate a significant improvement in students' conceptual understanding, with average post-test scores higher than pre-test scores. This experiment-based learning not only improves conceptual understanding but also encourages active student involvement in science learning, while connecting theory with real-life phenomena. This study contributes to designing more interactive, experience-based learning, supported by authentic assessment, for abstract topics such as phase changes.]]>
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