 |
| Illustration by Ai |
A classroom action research study by Imron Burhan, Ila Israwaty, and Muh Resky Ramdhani Nurdin of Universitas Negeri Makassar found that the Discovery Learning model substantially improved students’ motivation to learn Natural and Social Sciences (IPAS) at UPTD SD Negeri 65 Parepare. Published in 2026 in the International Journal of Applied and Advanced Multidisciplinary Research (IJAAMR), the study involved 13 third-grade students and showed that learning motivation increased from 59.61% in the first cycle to 76.54% in the second cycle. The findings highlight the potential of student-centered learning to make elementary IPAS lessons more active, engaging, and meaningful.
Why Discovery Learning Matters
in Elementary Education
The research comes amid changes
in Indonesian elementary education under the Kurikulum Merdeka, which
integrates Natural Sciences and Social Sciences into the IPAS subject. The
curriculum places greater emphasis on meaningful, student-centered learning and
encourages students to understand natural and social phenomena through active
participation.
Student motivation is
particularly important because motivated learners are more likely to
participate actively, ask questions, express opinions, complete assignments,
and remain engaged in classroom activities. In contrast, low motivation can
contribute to passive behavior, boredom, low confidence, and limited
participation.
At UPTD SD Negeri 65 Parepare,
the researchers initially found that motivation among Grade III students was
relatively low. Classroom observations indicated that students often paid
limited attention, were hesitant to ask or answer questions, and depended
heavily on teachers or peers when completing assignments. The teaching process
was also described as relatively monotonous and dominated by one-way
interaction.
A preliminary questionnaire
provided a clearer picture: only 18.75% of students were classified as having
“good” motivation, while 37.5% were in the moderate category and 43.75% were
classified as having low motivation.
How the Researchers Tested
Discovery Learning
Burhan, Israwaty, and Nurdin
conducted the research during the even semester of the 2024/2025 academic year
at UPTD SD Negeri 65 Parepare. The study used Classroom Action Research with a
qualitative approach and involved all 13 Grade III students—seven boys and six
girls.
The research followed the Kemmis
and McTaggart classroom action model. Each cycle included four stages:
planning, action, observation, and reflection. The researchers conducted two
cycles, with two classroom meetings in each cycle.
Information was gathered through
classroom observations, learning-motivation questionnaires, and documentation
such as photographs and supporting records. The researchers analyzed classroom
observations qualitatively and calculated percentages from the motivation
questionnaires to monitor changes between cycles. The study established a
success threshold of at least 76% of students reaching the “good” motivation
category.
Discovery Learning encouraged
students to observe, identify problems, collect information, process what they
found, verify their findings, and draw conclusions. Instead of relying
primarily on teacher explanations, students were given opportunities to construct
knowledge through direct learning activities.
Motivation Increased in the
Second Cycle
The first cycle produced only
moderate results. Teacher activity reached 66.66%, student activity reached
67.52%, and learning motivation stood at 59.61%. All three indicators remained
below the research success threshold of 76%.
The researchers then adjusted the
teaching process for the second cycle. Classroom management was strengthened,
the steps of Discovery Learning were implemented more effectively, and students
were given greater opportunities to ask questions and participate in
discussions. Teachers also provided additional motivation and reinforcement
during lessons.
The changes were followed by
clear improvements:
- Teacher activity: increased from 66.66% to
88.88%.
- Student activity: increased from 67.52% to
83.00%.
- Learning motivation: increased from 59.61% to
76.54%.
The 16.93-percentage-point
increase in learning motivation was enough to reach the researchers’
predetermined success criterion. Eight students were categorized as having good
motivation, while five were categorized as having very good motivation.
Students Became More Active
and Confident
The researchers linked the
improvement to the student-centered structure of Discovery Learning. During the
first cycle, students still had difficulty participating in discussions,
expressing opinions, and cooperating in groups. After changes were introduced,
students became more engaged in observing, discussing information, presenting
findings, and responding to classmates.
The study suggests that these
activities can strengthen curiosity, confidence, and responsibility. The
teacher's role shifts toward that of a facilitator who guides students while
allowing them to explore concepts and develop their own understanding.
The authors’ interpretation is
consistent with the discovery-learning perspective associated with Jerome
Bruner, in which learners develop deeper understanding through exploration and
problem-solving. The researchers also connect their findings with earlier
studies suggesting that Discovery Learning can encourage active participation,
critical thinking, and meaningful learning.
In an ethical paraphrase of the
authors’ conclusion, Imron Burhan, Ila Israwaty, and Muh Resky Ramdhani
Nurdin of Universitas Negeri Makassar report that giving elementary students
opportunities to discover knowledge independently can make them more active,
confident, and responsible while strengthening their motivation to learn IPAS.
Implications for Teachers and
Schools
The findings offer a practical
message for elementary teachers: improving motivation does not necessarily
require more complicated technology or teaching resources. Classroom
interaction itself can be redesigned so students have more opportunities to observe,
investigate, discuss, present, and reach conclusions.
For IPAS teachers implementing
the Kurikulum Merdeka, Discovery Learning may provide one practical approach to
student-centered instruction. The study also suggests that careful classroom
management, clear instructions, encouragement to ask questions, and positive
reinforcement can strengthen the effectiveness of the learning model.
However, the findings should be
interpreted within the study’s limitations. The research involved only 13
students in one Grade III class at UPTD SD Negeri 65 Parepare. The researchers
therefore caution that the results cannot automatically be generalized to
larger or different educational settings. The study also focused on learning
motivation rather than measuring other outcomes such as academic achievement,
critical thinking, or problem-solving skills.
Future research could involve
more students, different schools and educational levels, and combinations of
Discovery Learning with innovative instructional media.
Author Profile
Imron Burhan — Universitas
Negeri Makassar; corresponding author of the article. The source identifies his
university affiliation but does not provide an academic degree or a more
specific field of expertise.
Ila Israwaty — Universitas
Negeri Makassar. The article identifies her institutional affiliation but does
not state an academic degree or detailed field of expertise in the available
author information.
Muh Resky Ramdhani Nurdin
— Universitas Negeri Makassar. The article identifies his institutional
affiliation but does not provide an academic degree or detailed field of
expertise.
Source
Article: “The
Implementation of the Discovery Learning Model as an Effort to Improve
Students' IPAS Learning Motivation in Class III of UPTD SD Negeri 65 Parepare”
Journal: International Journal of Applied and Advanced
Multidisciplinary Research (IJAAMR)
Publication: Volume 4, Number 7, 2026, pp. 647–656
Authors: Imron Burhan, Ila Israwaty, and Muh Resky Ramdhani Nurdin
Affiliation: Universitas Negeri Makassar
DOI: https://doi.org/10.59890/ijaamr.v4i7.274
0 Komentar