%0 Book Section
%A Maulana, M. Fahmi
%A Astuti, Efi Tri
%B PROCEEDING: The 4th Summit Meeting International Conference on Education.
%C Yogyakarta
%D 2017
%F digilib:30765
%I PGMI PRESS UIN SUKA
%K Experiential learning, method, conceptual understanding
%N -
%P 148-153
%S Prosiding
%T EXPERIENTIAL LEARNING MODEL  TO INCREASE THE SCIENCE’S CONCEPT OF MI’S STUDENTS
%U https://digilib.uin-suka.ac.id/id/eprint/30765/
%V -
%X Experience-based learning is one of the learning methods that is easily accepted  and understood by middle childhood. The middle childhood’ interest in learning will  be bigger than before if involving their experience. From the aspect of psychology,  middle childhood will more easily understand the concret material e rather than  abstract. Moreover, science materials in primary schools are mostly always in touch  with activities in everyday life. But the reality is that most teachers don’t involve the  middle childhood’ experiences. To realize experience-based learning on science, MIN  Kedungwaru Lor of Demak’s regency chose an experiential learning model. Based  on observation in MIN Kedung Waru Lor showed that experiential learning model is  able to give solution so that children more easily understand the material and make  the concept. The experiential learning model is different with the traditional learning  model, because the traditional learning model is teacher-centered. Experiential  learning model is a model of learning that emphasizes the concrete experience of  middle childhood in their daily life which is applied into the learning. Experiential  learning model also invites middle childhood to create a concept of what has been  learned.  Keywords: Experiential learning, method, conceptual understanding