<![CDATA[This study examines the implementation of an experiential learning model supported by simple instructional media in teaching heat, with a focus on students’ cognitive learning outcomes. A quasi-experimental design with a posttest-only control group was employed, involving two Grade XI science classes at SMAN 10 Pekanbaru (n = 78). Data were collected using a 17-item multiple-choice test developed based on Bloom’s Taxonomy (C1–C6) and analyzed using descriptive statistics, including the mean, median, mode, and standard deviation. The results show that the experimental class achieved a higher mean posttest score (74.66; SD = 14.78) compared to the control class (68.63; SD = 18.43). In addition, a greater proportion of students in the experimental class were classified into the high and very high categories. These findings indicate a more favorable distribution of cognitive learning outcomes in the experimental group, particularly in higher-order cognitive levels. This study highlights the potential of integrating experiential learning with simple instructional media as a practical approach to support meaningful learning and the development of higher-order thinking skills in physics education, especially in resource-limited settings. Future research is recommended to employ inferential analysis and more rigorous research designs to further examine the effectiveness of this approach.]]>
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