<![CDATA[Critical thinking is one of the essential skills that need to be developed in science education at the elementary school level. However, observations indicate that the critical thinking skills of Grade IV students at SD Plus Cahaya Budaya are still relatively low. This study aims to describe the implementation and effectiveness of the Discovery Learning model in improving students’ critical thinking skills in science learning. This research employs a quantitative method using a Pre-Experimental design of the One-Group Pretest-Posttest type. The population and sample of the study consist of all Grade IV students at SD Plus Cahaya Budaya, totaling 14 students. Data collection techniques include observation and essay tests. The research instruments have undergone validity and reliability testing, yielding a Cronbach’s Alpha value of 0.762, which indicates that the instruments are reliable. Data were analyzed using the Shapiro-Wilk normality test and the Paired Sample t-Test for hypothesis testing. The results show that the implementation of the Discovery Learning model was carried out systematically through the stages of stimulation, problem identification, data collection, data processing, verification, and generalization, which actively involved students in the learning process. Furthermore, the Discovery Learning model proved effective in improving students’ critical thinking skills, as indicated by the increase in the average score from 19.07 in the pretest to 36.43 in the posttest. The results of the Paired Sample t-Test showed a significance value of 0.000 < 0.05, meaning there is a significant difference between the pretest and posttest scores. Therefore, the Discovery Learning model is effective in improving the critical thinking skills of Grade IV students at SD Plus Cahaya Budaya in science learning. ABSTRAK Berpikir kritis merupakan salah satu keterampilan penting yang perlu dikembangkan dalam pembelajaran IPA di sekolah dasar. Namun, hasil observasi menunjukkan bahwa kemampuan berpikir kritis peserta didik kelas IV SD Plus Cahaya Budaya masih tergolong rendah. Penelitian ini bertujuan untuk mendeskripsikan penerapan dan efektivitas model pembelajaran Discovery Learning dalam meningkatkan kemampuan berpikir kritis peserta didik pada pembelajaran IPA. Penelitian ini menggunakan metode kuantitatif dengan desain Pre-Eksperiment jenis One-Group Pretest-Posttest Design. Populasi sekaligus sampel penelitian adalah seluruh peserta didik kelas IV SD Plus Cahaya Budaya yang berjumlah 14 peserta didik. Teknik pengumpulan data menggunakan observasi dan tes essay. Instrumen penelitian telah melalui uji validitas dan reliabilitas dengan nilai Cronbach’s Alpha sebesar 0,762 yang menunjukkan bahwa instrumen reliabel. Data dianalisis menggunakan uji normalitas Shapiro-Wilk dan uji hipotesis Paired Sample t-Test. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Discovery Learning dilaksanakan sesuai sintaks dengan tahapan stimulasi, identifikasi masalah, pengumpulan data, pengolahan data, verifikasi, dan generalisasi yang melibatkan peserta didik secara aktif dalam proses pembelajaran. Selain itu, model Discovery Learning terbukti efektif dalam meningkatkan kemampuan berpikir kritis peserta didik yang ditunjukkan oleh peningkatan rata-rata nilai dari 19,07 pada pretest menjadi 36,43 pada posttest. Hasil uji Paired Sample t-Test menunjukkan nilai signifikansi sebesar 0,000 < 0,05 sehingga terdapat perbedaan yang signifikan antara nilai pretest dan posttest. Dengan demikian, model pembelajaran Discovery Learning efektif dalam meningkatkan kemampuan berpikir kritis peserta didik kelas IV SD Plus Cahaya Budaya pada pembelajaran IPA.]]>
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