<![CDATA[ABSTRAK Penelitian ini bertujuan meningkatkan pemahaman konsep perubahan energi pada siswa kelas IV SD Bani Saleh 6 melalui penerapan model Discovery Learning. Penelitian menggunakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam satu siklus dengan satu pertemuan. Subjek penelitian berdasarkan data hasil tindakan berjumlah 21 siswa kelas IV. Pengumpulan data dilakukan melalui observasi aktivitas guru dan tes tertulis berbentuk uraian untuk mengukur pemahaman konsep IPA. Pelaksanaan pembelajaran mengikuti tahapan Discovery Learning, yaitu stimulation, problem statement, data collection, data processing, verification, dan generalization. Hasil penelitian menunjukkan bahwa penerapan Discovery Learning mampu meningkatkan pemahaman konsep siswa. Nilai rata-rata pada siklus I mencapai 85, dengan nilai tertinggi 100 dan terendah 20. Sebanyak 19 dari 21 siswa mencapai KKM >75 sehingga ketuntasan klasikal mencapai 90,47%, melampaui indikator keberhasilan sebesar 80%. Pada aspek pemahaman konsep, skor indikator menjelaskan kembali sebesar 77, memberikan contoh dan noncontoh 96, menyajikan konsep dalam berbagai representasi 88, dan menerapkan konsep 76. Temuan menunjukkan bahwa aktivitas penemuan, pengamatan media perubahan energi, diskusi kelompok, pengolahan hasil pengamatan, presentasi, dan penarikan kesimpulan memberi ruang lebih besar bagi siswa untuk membangun pemahaman secara aktif. Dengan demikian, Discovery Learning dapat digunakan sebagai alternatif model pembelajaran IPA untuk meningkatkan pemahaman konsep perubahan energi pada siswa sekolah dasar. ABSTRACT (Guunakan Translator Profesional) This study aimed to improve fourth-grade students’ conceptual understanding of energy transformation through the implementation of the Discovery Learning model at SD Bani Saleh 6. The study employed Classroom Action Research (CAR), which was conducted in one cycle consisting of one meeting. The participants were 21 fourth-grade students. Data were collected through teacher activity observations and a written essay test to assess students’ conceptual understanding of science. The learning process followed the stages of Discovery Learning, namely stimulation, problem statement, data collection, data processing, verification, and generalization. The results showed that the implementation of Discovery Learning improved students’ conceptual understanding. The mean score in Cycle I was 85, with the highest score of 100 and the lowest score of 20. Nineteen of the 21 students achieved scores above 75, resulting in a classical mastery rate of 90.47%, which exceeded the success criterion of 80%. In terms of conceptual understanding, the indicator scores were 77 for explaining concepts, 96 for providing examples and non-examples, 88 for representing concepts in various forms, and 76 for applying concepts. The findings indicate that discovery activities, observation of energy transformation media, group discussions, processing of observation results, presentations, and drawing conclusions provided opportunities for students to actively construct their understanding. Therefore, Discovery Learning can be used as an alternative science learning model to improve elementary school students’ conceptual understanding of energy transformation.]]>
