PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERBIMBING TERHADAP HASIL BELAJAR IPAS MATERI PERUBAHAN ENERGI KELAS IV

Abstrak

The low learning outcomes of elementary school students in Science and Social Studies (IPAS), particularly on the topic of energy transformation, indicate the need for a learning model that actively engages students in constructing conceptual understanding. This study aimed to analyze the effect of Guided Discovery Learning on the learning outcomes of fourth-grade students at SD Plus Cahaya Budaya. A quantitative approach with a pre-experimental method employing a One Group Pretest–Posttest Design was used. The sample consisted of 14 students selected through saturated sampling. Data were collected using learning achievement tests and classroom observation sheets and analyzed using the Shapiro–Wilk normality test, Paired Sample t-Test, and N-Gain analysis. The results revealed that the mean pretest score increased from 37.8 to 82.1 on the posttest. The Paired Sample t-Test produced a significance value of 0.000 (<0.05), indicating that Guided Discovery Learning had a significant effect on students' learning outcomes. In addition, the N-Gain score was 0.71, which was classified as high. Therefore, Guided Discovery Learning is effective in improving fourth-grade elementary school students' learning outcomes on the topic of energy transformation. ABSTRAK Rendahnya hasil belajar peserta didik pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS), khususnya materi perubahan energi, menunjukkan perlunya penerapan model pembelajaran yang mampu meningkatkan keterlibatan peserta didik dalam membangun pemahaman konsep. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan Guided Discovery Learning terhadap hasil belajar IPAS peserta didik kelas IV SD Plus Cahaya Budaya. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-experimental dan desain One Group Pretest–Posttest Design. Sampel penelitian berjumlah 14 peserta didik yang ditentukan menggunakan teknik sampling jenuh. Data dikumpulkan melalui tes hasil belajar dan lembar observasi keterlaksanaan pembelajaran, kemudian dianalisis menggunakan uji normalitas Shapiro–Wilk, Paired Sample t-Test, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest sebesar 37,8 meningkat menjadi 82,1 pada posttest. Hasil Paired Sample t-Test menunjukkan nilai signifikansi sebesar 0,000 (<0,05), yang mengindikasikan bahwa penerapan Guided Discovery Learning berpengaruh signifikan terhadap hasil belajar peserta didik. Selain itu, nilai N-Gain sebesar 0,71 termasuk dalam kategori tinggi. Dengan demikian, Guided Discovery Learning efektif digunakan untuk meningkatkan hasil belajar IPAS pada materi perubahan energi peserta didik kelas IV sekolah dasar.