<![CDATA[Penelitian ini menganalisis keterlaksanaan model pembelajaran Discovery Learning dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di Kelas V UPT SPF SD Negeri Parinring Kota Makassar. Menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus instrumental, penelitian melibatkan satu guru dan tujuh peserta didik sebagai informan. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, dan analisis dokumen, kemudian dianalisis dengan teknik reduksi data, penyajian data, dan verifikasi kesimpulan. Hasil menunjukkan penerapan enam fase Discovery Learning (stimulus, klarifikasi masalah, pengumpulan data, pengolahan data, verifikasi, dan generalisasi) mengalami peningkatan konsistensi pada tiga pertemuan berurutan. Pada pertemuan III, seluruh indikator aktivitas guru (16 aspek) terpenuhi dengan kategori "Sangat Baik", diikuti peningkatan partisipasi aktif siswa menjadi 86,66% dan ketuntasan klasikal 80,94%. Faktor kunci keberhasilan meliputi pendampingan diferensiasi berbasis LKPD bertingkat, pemanfaatan sumber daya lokal, dan pelatihan scaffolding guru. Implikasi teoretis memperkuat konstruktivisme Bruner (1961) dalam konteks sekolah marjinal, sementara implikasi praktis menghasilkan protokol implementasi model adaptif untuk daerah terbatas sumber daya. Simpulan membuktikan model ini efektif mentransformasi pembelajaran teacher-centered menjadi student-centered serta meningkatkan literasi sains melalui penguatan keterampilan bertanya ilmiah (45%), penalaran kausal (52%), dan analisis fenomena IPAS (65%). This study analyzes the implementation of the Discovery Learning model in Natural and Social Sciences (IPAS) for Grade V students at UPT SPF SD Negeri Parinring, Makassar City. Employing a descriptive qualitative approach with an instrumental case study design, the research involved one teacher and seven students as informants. Data were collected through participant observation, in-depth interviews, and document analysis, then processed via data reduction, data display, and conclusion verification. Results indicate consistent improvement across three sequential meetings in executing the six phases of Discovery Learning (stimulus, problem clarification, data collection, data processing, verification, and generalization). By Meeting III, all teacher activity indicators (16 aspects) were fully implemented with an "Excellent" rating, alongside increased active student participation (86.66%) and classical mastery (80.94%). Critical success factors included differentiated guidance using tiered worksheets, optimization of local resources, and teacher scaffolding training. Theoretically, the findings reinforce Bruner’s constructivism (1961) in marginal school contexts, while practical implications yield an adaptive implementation protocol for resource-limited settings. The model effectively transformed teacher-centered into student-centered learning, enhancing scientific literacy through improved scientific questioning (45%), causal reasoning (52%), and analysis of science phenomena (65%). The study confirms the efficacy of Discovery Learning in overcoming conceptual gaps and recommends its integration into curriculum assistance programs for high-cost index regions.]]>
