Implementasi Model Pembelajaran Discovery Learning Terhadap Pemahaman Matematika Siswa Sekolah Dasar

Abstract

This study aimed to describe the implementation of the Discovery Learning model in teaching whole-number multiplication to fifth-grade students at SDN 03 Trans Bangsa Negara and to identify the factors that supported and inhibited its implementation. This study employed a qualitative descriptive approach. The research participants consisted of one fifth-grade teacher and 14 students, comprising eight girls and six boys. Data were collected through classroom observations, interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while data credibility was ensured through source and technique triangulation. The findings revealed that the Discovery Learning model was implemented systematically through six stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The model encouraged students to actively participate in the learning process by discussing, asking questions, expressing opinions, and independently constructing their understanding of whole-number multiplication concepts. The supporting factors included teachers' readiness to implement the learning stages, the use of Student Worksheets (LKPD), students' active participation, collaborative learning, and continuous teacher guidance. Meanwhile, inhibiting factors included differences in students' prior abilities, several students' lack of focus during group discussions, and the need for more intensive guidance during the problem identification and data processing stages. Overall, implementing the Discovery Learning model created a more active, meaningful, and student-centered mathematics learning environment while improving students' conceptual understanding of whole-number multiplication.