This study aims to determine the effect of the outdoor study learning model and interpersonal intelligence on the learning outcomes of fourth-grade students of Delisha Tandam Hilir 2 Integrated Islamic Elementary School. This study used an experimental method with a 2x2 factorial design. The sample in this study consisted of 54 students divided into two groups: one group taught using the outdoor study model and the other group using the Children Learning in Science (CLIS) model. The independent variables in this study were the learning model and interpersonal intelligence, while the dependent variable was the students' learning outcomes of the sciences. The data analysis technique used was Two Way ANOVA. The results showed that (1) the learning outcomes of students taught using the outdoor study model were significantly higher than those taught using the CLIS model; (2) students with high interpersonal intelligence showed better learning outcomes than students with low interpersonal intelligence; and (3) there was a significant interaction between the learning model and interpersonal intelligence on the learning outcomes of the sciences. These findings confirm that selecting the right learning model and strengthening the interpersonal intelligence aspect are very important in improving the quality of sciences learning in elementary schools.