<![CDATA[Students' low learning outcomes in Natural and Social Sciences (IPAS) remain a significant educational issue, as reflected in their limited conceptual understanding and reasoning skills. This condition is partly caused by teacher-centered learning practices that do not actively engage students in the learning process. This study aimed to examine the effect of the Probing Prompting learning model on the learning outcomes of fourth-grade students at MI Al Hikmah Bandar Lampung. The study employed a quantitative, quasi-experimental design with a pretest-posttest control group. The sample comprised 60 students, divided into an experimental and a control group. Data were collected through learning outcome tests and analyzed using normality and homogeneity tests, an independent-samples t-test, and N-Gain analysis. The results revealed a significant difference between the experimental and control groups (p = 0.023), indicating that the Probing Prompting learning model had a significant effect on students' learning outcomes. Descriptively, the experimental group showed a greater improvement in learning outcomes than the control group. These findings suggest that the Probing Prompting learning model can enhance students' active participation, reasoning skills, and conceptual understanding in IPAS learning. Therefore, this model can serve as an effective instructional strategy for improving students' learning outcomes in IPAS. The findings also highlight the importance of implementing active and student-centered learning models to enhance the quality of elementary education.]]>
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