<![CDATA[Penelitian ini bertujuan untuk menganalisis secara konseptual serta merumuskan model penerapan pembelajaran Discovery Learning sebagai upaya meningkatkan pemahaman konsep gaya dorong dan gaya tarik pada siswa kelas II sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka (library research) melalui analisis konseptual terhadap literatur ilmiah, dokumen kurikulum, dan kajian teoretis yang relevan. Hasil analisis menunjukkan bahwa sintaks Discovery Learning yang meliputi tahap stimulation, problem statement, data collection, data processing, verification, dan generalization secara teoretis selaras dengan kebutuhan belajar siswa kelas rendah dan efektif dalam mengonkretkan konsep gaya melalui pengalaman fisik dan eksplorasi objek nyata. Kebaruan penelitian ini terletak pada penyusunan kerangka penerapan Discovery Learning yang terintegrasi dengan karakteristik perkembangan kognitif siswa kelas II pada materi gaya dorong dan gaya tarik. This study aims to conceptually analyze and formulate a model for implementing Discovery Learning as an effort to improve the understanding of the concept of push and pull forces in second-grade elementary school students. This study uses a qualitative approach with a library research method through conceptual analysis of scientific literature, curriculum documents, and relevant theoretical studies. The results of the analysis indicate that the syntax of Discovery Learning, which includes the stages of stimulation, problem statement, data collection, data processing, verification, and generalization, is theoretically aligned with the learning needs of lower-grade students and is effective in concretizing the concept of force through physical experience and exploration of real objects. The novelty of this study lies in the preparation of a framework for implementing Discovery Learning that is integrated with the characteristics of second-grade students' cognitive development on the material of push and pull forces.]]>
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