Implementasi discovery learning dalam pembelajaran IPA di kelas IV SD Negeri 1 Desa Parebok - Indana Zulfa Mawaddah; Hadma Yuliani (ICSE (Institute of Computer Science and Engineering), 2022)
Abstrak: Peran aktif peserta didik dalam kegiatan pembelajaran dapat menciptakan pembelajaran yang lebih efektif. Penggunaan model pembelajaran tepat di dalam kelas perlu diterapkan guna dapat mewujudkan tujuan pembelajaran yang direncanakan. Suatu kelas perlu diterapkan model pembelajaran berbasis students centered dalam penyelenggarannya. Oleh karena itu, dilakukan kegiatan pengabdian kepada masyarakat di SDN 1 Parebok melalui implementasi model discovery learning dalam pembelajaran di kelas IV. Kegiatan pengabdian dilakukan dengan tujuan: 1) meningkatkan hasil pembelajaran IPA peserta didik kelas IV; dan 2) meningkatkan semangat belajar peserta didik. Kegiatan pengabdian dilakukan dengan tiga kali PTMT (Pertemuan Tatap Muka Terbatas) secara offline dengan subjek sebanyak 16 orang peserta didik. Berdasarkan kegiatan pengabdian yang telah dilaksanakan, diperoleh hasil bahwa penerapan model discovery learning dapat meningkatkan hasil pembelajaran IPA peserta didik sejak pertemuan pertama sebesar 73,69 sampai pada pertemuan tiga yang memberikan rata-rata hasil pembelajaran IPA peserta didik sebesar 82,25. Semangat belajar peserta didik pun mengalami peningkatan setelah diterapkan model discovery learning berdasarkan antusias peserta didik selama berdiskusi.Abstract: The active role of students in learning activities can create more effective learning. The use of appropriate learning models in the classroom needs to be applied in order to realize the planned learning objectives. A class needs to apply a student-centered learning model in its implementation. Therefore, community service activities were carried out at SDN 1 Parebok through the implementation of the discovery learning model in learning in class IV. Service activities are carried out with the objectives of: 1) improving the science learning outcomes of fourth grade students; and 2) increase students' enthusiasm for learning. The service activities were carried out with PTMT (Limited Face-to-Face Meeting) three times offline with a subject of 16 students. Based on the service activities that have been carried out, the results show that the application of the discovery learning model can improve students' science learning outcomes from the first meeting of 73.69 to the third meeting which gives an average of 82.25 students' science learning outcomes. The learning enthusiasm of students also increased after the discovery learning model was applied based on the enthusiasm of students during the discussion.