Application of the Discovery Learning Model in Science Learning to Improve the Learning Outcomes of Class V Students at SDN 03 Bengkayang

Abstract

Students are encouraged to actively explore information on their own rather than only hearing explanations from instructors while using the Discovery Learning. Students who actively participate in the learning process improve their comprehension of the subject matter, become more motivated, and achieve higher learning outcomes—particularly in scientific courses. However, SDN 03 Bengkayang fifth graders had poor scientific learning results. This is due to the fact that educators often use the lecture style rather other learning alternatives like the Discovery Learning model. The purpose of this research is to ascertain how using the Discovery Learning paradigm might enhance scientific learning outcomes for students. The Classroom Action Research (CAR) approach, which is conducted in two cycles, is used in this research. The goal is to gather data in a methodical manner and aid in understanding issues in the classroom. According to the findings, the average student score in cycle I was 64, and in cycle II, it rose to 84.97. Additionally, learning completeness improved from below the minimal completion threshold (KKM) to 93% in cycle II, where KKM was set at 75%. These results demonstrate how well the Discovery Learning approach works to enhance the scientific learning outcomes of SDN 03 Bengkayang's grade V pupils.