<![CDATA[The low learning outcomes of elementary school students on the topic of animal life cycles in the Natural and Social Sciences (IPAS) subject remain a significant educational challenge due to teacher-centered instructional practices and the limited use of learning media that facilitate concrete learning experiences. This condition has contributed to students' difficulties in understanding concepts, reduced classroom engagement, and unsatisfactory academic achievement. This study aimed to improve students' learning outcomes through the implementation of diorama board media in teaching the topic of animal life cycles to third-grade students at SD Negeri 056/II Talang Silungko. The study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 17 third-grade students. Data were collected through learning achievement tests, classroom observation sheets, and documentation, and were analyzed using descriptive quantitative and qualitative techniques by comparing the results across the research cycles. The findings revealed that the implementation of diorama board media improved students' learning outcomes. The class average score increased from 71.76 in the pre-cycle to 78.52 in Cycle I and further improved to 89.41 in Cycle II. Likewise, the learning mastery rate increased from 29% in the pre-cycle to 71% in Cycle I and reached 94% in Cycle II. In addition to improving academic achievement, the use of diorama board media promoted students' active participation, enhanced conceptual understanding through concrete visual representation, and created a more engaging and interactive learning environment. These findings indicate that diorama board media is an effective instructional innovation for improving elementary students' learning outcomes in IPAS and can be adopted as an alternative contextual learning medium for teaching conceptual and visually oriented science topics.]]>
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