<![CDATA[This study aims to determine the effectiveness of the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) learning model in improving science learning outcomes of eighth-grade students at MTs Negeri 1 Lubuklinggau. Low learning outcomes are often caused by the learning process that does not connect the material to real-life contexts and the lack of active student involvement. The REACT model presents a contextual learning solution that structures student understanding through five main stages. The research method used was true experimental with a pretest-posttest control group design. The research population included all eighth-grade students of MTs Negeri 1 Lubuklinggau in the 2025/2026 academic year, totaling 288 students, with samples drawn using simple random sampling consisting of two classes: the experimental class (VIII.3) which implemented the REACT model and the control class which implemented the conventional model. The data collection instrument used a learning outcome test in the form of validated essay questions. Data analysis was carried out using a t-test (paired sample t-test). The results showed that there was a significant increase in learning outcomes in the experimental class that implemented the REACT model compared to the control class. The average post-test score of the experimental class was 49.34, significantly higher than the control class at 44.11. Furthermore, the paired sample t-test showed a significance value (2-tailed) of 0.000 < 0.05. Thus, it can be concluded that the REACT learning model is effective in improving student learning outcomes on the material of Earth structure and its development.]]>
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