<![CDATA[Abstract: This study examined the effect of Discovery Learning and learning motivation on fifth-grade students’ science learning outcomes. The study was motivated by the need to improve elementary science achievement through learning models that promote active inquiry while recognizing that students’ motivational readiness may condition the effectiveness of such models. A quantitative quasi-experimental design with a 2×2 factorial treatment-by-level structure was implemented at SDN 1 Batuyang. From a population of 40 fifth-grade students, 28 students were selected into four balanced cells: Discovery Learning–high motivation, Discovery Learning–low motivation, Expository–high motivation, and Expository–low motivation, with seven students in each cell. Science learning outcomes were measured using a 20-item multiple-choice posttest, while learning motivation was measured using a 25-item Likert questionnaire. Instrument analysis indicated strong item validity and excellent reliability for both the science test and the motivation scale. Two-way ANOVA showed significant main effects of learning model, F(1, 24) = 27.484, p < .001, ηp² = .534, and motivation, F(1, 24) = 77.299, p < .001, ηp² = .763. The interaction between learning model and motivation was also significant, F(1, 24) = 10.733, p = .003, ηp² = .309. Simple-effects analysis revealed that Discovery Learning substantially outperformed Expository instruction among highly motivated students, but the difference was not statistically significant among students with low motivation. These findings suggest that Discovery Learning can improve science achievement most effectively when accompanied by sufficient motivational support and instructional scaffolding. Abstrak: Penelitian ini bertujuan menganalisis pengaruh model Discovery Learning dan motivasi belajar terhadap hasil belajar IPA siswa kelas V sekolah dasar. Latar belakang penelitian ini adalah kebutuhan untuk meningkatkan capaian belajar IPA melalui model pembelajaran yang mendorong keterlibatan aktif siswa, sekaligus memperhatikan kesiapan motivasional yang dapat menentukan keberhasilan suatu model pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen treatment by level faktorial 2×2 di SDN 1 Batuyang. Dari populasi 40 siswa kelas V, sebanyak 28 siswa dipilih ke dalam empat sel seimbang, yaitu Discovery Learning–motivasi tinggi, Discovery Learning–motivasi rendah, pembelajaran ekspositori–motivasi tinggi, dan pembelajaran ekspositori–motivasi rendah, dengan tujuh siswa pada setiap sel. Hasil belajar IPA diukur menggunakan tes pilihan ganda 20 butir, sedangkan motivasi belajar diukur dengan angket Likert 25 butir. Analisis instrumen menunjukkan validitas butir yang kuat dan reliabilitas sangat baik pada kedua instrumen. Hasil ANOVA dua jalur menunjukkan bahwa model pembelajaran berpengaruh signifikan terhadap hasil belajar IPA, F(1, 24) = 27,484, p < 0,001, ηp² = 0,534. Motivasi belajar juga berpengaruh signifikan, F(1, 24) = 77,299, p < 0,001, ηp² = 0,763. Selain itu, terdapat interaksi signifikan antara model pembelajaran dan motivasi belajar, F(1, 24) = 10,733, p = 0,003, ηp² = 0,309. Analisis efek sederhana menunjukkan bahwa keunggulan Discovery Learning sangat kuat pada siswa bermotivasi tinggi, sedangkan pada siswa bermotivasi rendah perbedaannya tidak signifikan. Temuan ini menegaskan bahwa Discovery Learning efektif untuk meningkatkan hasil belajar IPA, tetapi efektivitasnya perlu didukung oleh kesiapan motivasional dan scaffolding pembelajaran yang memadai.]]>
