Definition of Experiential Learning Experiential learning is not a new concept but has been practiced for some time. The foundations of the experiential were laid by John Dewey (1859-1952), Carl Rogers (1902-1987), and David Kolb (b. 1939), who focused on "learning from experience" or "l “learning by doing”. (Rogers, 2010). There are different types and definitions of experiential learning. The Association for Experiential Learning cited by (Wurdinger SD, 2005) defines experiential learning as “a process by which a learner constructs knowledge, skills, and value from direct experience.” While the National of Society for Experiential Education (NSEE) defines it as “inductive, beginning with an experience that is processed through an intentional learning format and transformed into practical, usable knowledge” (Wurdinger SD, 2005). According to Gentry (1990), Hover and Whitehead (1975) defined experiential learning as follows: "Experiential learning exists when a personally responsible participant cognitively, affectively, and behaviorally processes his or her knowledge, skills, and/or attitudes in a learning situation characterized by a high level of active involvement. » This definition described the meaning of expressions such as participatory, contact with the environment, relating the learning process to the content of learning and the role of the teacher and children. This means that the student and the place where learning takes place play a role in experiential learning. (Rogers, 2010) Experiential learning also refers to proses of learning involving the transformation of experience into learner-initiated knowledge (Torkington, 1992). Children need to be proactive and responsive in the learning process so that learning in the middle of a piece of paper......can be a failure if not carried out in the right conditions. Consistently, Roger (2010) argues that it is difficult to predict the results of the experiment. It is the role of the educator to ensure that learning is successful. Therefore, educators should guide children and arouse their interest in solving the problem by asking leading questions (Wurdinger, 2005). Educators must explain the purpose of the study to children, so that they can then relate it to their lives (Wurdinger 2005). Roger (2010) mentions that educators need to get children to self-reflect and integrate the knowledge learned in the previous lesson with the current lesson. Educators must attract and arouse their children's interest in learning, because if children lose their interest in learning, they will become frustrated and bored..