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All Journal Jurnal el-Huda: Jurnal Pendidikan, Sosial, dan Keagamaan
Afifah Andari, Dyah
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Religion Education Social Sciences

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Pengembangan Model Discovery Learning dalam Pembelajaran Bahasa Indonesia SD/MI Afifah Andari, Dyah
Jurnal el-Huda Vol 15 No 02 (2024): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v15i02.180

Abstract

Indonesian language learning is a challenge at SDN Turi 1 Blitar, because in the lower grades many are still unable to read, make conclusions and answer questions. So it must be carried out with teacher guidance. In learning Indonesian, teachers only use lecture and discussion methods so that students are more easily bored and passive. One of the efforts that can be applied is using the discovery learning model in Indonesian language learning to foster students' reading and writing skills. The purpose of this research was to analyze the planning and implementation of the discovery learning model in Indonesian language learning in the low grades of SDN Turi 1 Blitar. This research uses a qualitative approach with a case research type. Case research is a type of qualitative approach that examines a particular case in the context of real life. The data used were primary and secondary data. The data were collected through three ways, interviews, observation, and documentation. The results of this research show that planning is done by considering the characteristics of students, class conditions, determining learning objectives, designing lesson plans in accordance with the syllabus and student books adapted to the stages of the discovery learning model. Implementation in the discovery learning model includes, providing stimulation, identifying problems, collecting data, processing data, proving, and conclusions. The assessment was carried out by class observation, and worksheets of low-grade students of SDN Turi 1 Blitar. As a result, students showed the ability to convey ideas, independently read, do tasks, write new vocabulary and arrange vocabulary into simple sentences individually.
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