The Effect of Hands-On Minds-On Activity-Based Experiential Learning Model on Science Process Skills and Learning Motivation of Elementary School Students

Siti Ramayani; Hilman Himawan; Nurani Hadnistia Darmawan; Alfina Nurbayani; Dio Praja Nurfadilah

doi:10.55215/pedagonal.v10i2.82

Authors

Siti Ramayani STKIP Bina Mutiara Sukabumi
Hilman Himawan
Nurani Hadnistia Darmawan
Alfina Nurbayani
Dio Praja Nurfadilah

DOI:

https://doi.org/10.55215/pedagonal.v10i2.82

Keywords:

Experiential Learning, Hands-on Minds-on, Science Process Skills, Learning Motivation, Elementary School

Abstract

This study examined the effect of an experiential learning model integrated with hands-on and minds-on activities on elementary school students’ science process skills and learning motivation in Natural and Social Sciences (IPAS) lessons on changes in the state of matter. A quantitative approach using a quasi-experimental method with a nonequivalent control group design was employed. The participants were 66 fourth-grade students, consisting of 35 students from SDN Sukaraja II as the experimental group and 31 students from SDN Cikapek as the control group. Data were collected through an essay test, a Likert-scale questionnaire, and observation sheets, and were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, Levene’s test of homogeneity, and the independent samples t-test at a significance level of 0.05. The results showed that the model significantly improved students’ science process skills (Sig. = 0.002) and learning motivation (Sig. = 0.003). The mean science process skills score of the experimental group increased by 26.61%, while its mean learning motivation score increased by 22.24%, with 97.14% of the students reaching the high motivation category. These findings indicate that integrating experiential learning with practical and cognitive activities effectively enhances science process skills and learning motivation among elementary school students.

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