Elementary School Students' Motivation to Learn Science Through Discovery Learning Models

Abstract

This study aims to improve the self-development of students by increasing student activity in learning. The research conducted was classroom action research (CAR) and it was carried out in two cycles. The stages carried out in each cycle consisted of planning, implementation of actions, observation of actions, and reflection. The research subjects were fourth-grade elementary school students. Data collection techniques included observation, interviews, document review, tests, and questionnaires. The analysis technique used was descriptive qualitative. The results of this study indicate that the use of the Discovery Learning model is capable of increasing student learning activity, improving student self-development, improving academic learning outcomes, and increasing the effectiveness of learning strategies in CAR. Teachers also gained direct experience in reflecting on learning, helping students to be more courageous and confident in the learning process. That classroom action research (CAR) is effective in solving real learning problems in the classroom and encourages teacher competency improvement programs through CAR to improve the quality of learning.