Model Pembelajaran Discovery Learning dalam Meningkatkan Hasil Belajar Siswa pada Perkalian Bilangan Cacah

Henny Setiani; Laelatul Nuroh; Linda Herawati; Gina Nasywa Melati; Nasrullah Nasrullah

doi:10.55606/lencana.v4i3.6072

Authors

Henny Setiani Universitas Primagraha
Laelatul Nuroh Universitas Primagraha
Linda Herawati Universitas Primagraha
Gina Nasywa Melati Universitas Primagraha
Nasrullah Nasrullah Universitas Primagraha

DOI:

https://doi.org/10.55606/lencana.v4i3.6072

Keywords:

Discovery Learning, Elementary School, Learning Outcomes, Multiplication, Whole Numbers

Abstract

This study examines the application of the Discovery Learning model in improving student learning outcomes on the topic of whole number multiplication in elementary school. Discovery Learning is a student-centered learning approach that encourages students to actively explore, discover, and construct their own understanding of mathematical concepts. The research employs a classroom action research design, conducted in two cycles at an elementary school with 30 students as participants. Data were collected through pre-tests, post-tests, observations, and documentation. The results indicate a significant improvement in student learning outcomes after the implementation of the Discovery Learning model. In Cycle I, the average score increased to 72.3 with a mastery rate of 60%, while in Cycle II it further improved to 84.7 with a mastery rate of 86.7%. The findings suggest that Discovery Learning effectively enhances student understanding of whole number multiplication by promoting active engagement, critical thinking, and collaborative problem-solving. This model provides a meaningful learning experience that connects mathematical concepts to real-world contexts.

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