<![CDATA[The learning process of Science and Social Studies (IPAS) in elementary schools still tends to be dominated by teacher explanations and exercises, resulting in limited opportunities for students to gain direct learning experiences, collaborate, reflect, and develop their social-emotional skills. This condition also affects students’ learning outcomes. This study aimed to improve the learning outcomes of fourth-grade students in IPAS through the implementation of the Experiential Learning model integrated with Social Emotional Learning (SEL). This study employed Classroom Action Research consisting of three cycles, with each cycle involving planning, action, observation, and reflection. The subjects were 24 fourth-grade students at SDN 103 Kota Bengkulu, consisting of 11 male and 13 female students. Data were collected through learning outcome tests and observation sheets of teacher and student activities. The results showed an improvement in students’ learning outcomes after the implementation of the Experiential Learning model. In the first cycle, the average pre-test score was 34.16 and increased to 53.75 in the post-test, with 8 students achieving mastery. In the second cycle, the average pre-test score increased from 40 to 68.33 in the post-test, with 15 students achieving mastery. In the third cycle, the average pre-test score increased from 51 to 80.41 in the post-test, with 20 students achieving mastery. Thus, the implementation of Experiential Learning integrated with social-emotional learning provided meaningful learning experiences and improved students’ IPAS learning outcomes,]]>
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