The Effect of Discovery Learning Models on Students’ Scientific Literacy Skills

Ni Ketut Erna Muliastrini (Program Studi Pendidikan Guru Sekolah Dasar, STKIP Agama Hindu Amlapura, Amlapura, Indonesia)
Putu Bayu Ariska Putra Gotama (Program Studi Pendidikan Guru Sekolah Dasar, STKIP Agama Hindu Amlapura, Amlapura, Indonesia)

Mimbar PGSD Undiksha
Vol. 13 No. 3 (2025): October

Learning activities in the current era should implement a contextual approach that aligns with students’ real-life experiences. However, students still face difficulties in understanding and applying scientific concepts to everyday situations. This study aims to analyze the effect of implementing the Discovery Learning model on improving students’ scientific literacy skills. The research employed a quasi-experimental design with a pretest-posttest control group approach. The participants consisted of a group of students divided into experimental and control classes. Data were collected through a scientific literacy test and observation sheets developed based on scientific literacy indicators and validated by experts. The data were analyzed quantitatively and descriptively by comparing the learning outcomes between the two groups. The findings reveal that the implementation of the Discovery Learning model has a positive and significant effect on students’ scientific literacy skills. Students who engaged in this model demonstrated improved conceptual understanding, the ability to relate knowledge to everyday phenomena, and enhanced critical thinking and problem-solving skills. The implications of this study suggest that the Discovery Learning model can serve as an effective instructional strategy to improve the quality of science education, strengthen 21st-century skills, and foster active, contextual, and student-centered learning experiences.