<![CDATA[Teaching the water cycle in Madrasah Ibtidaiyah (Islamic elementary schools) presents challenges because much of the subject matter is abstract and cannot be directly observed by students, leading to an inadequate understanding of the context. This study aims to describe how Madrasah Ibtidaiyah students grasp the concept of the water cycle through the "Discovery Learning" method, utilizing animated videos as an instructional medium. A qualitative descriptive approach was employed, with data collected from fifth-grade students and science teachers. Data were gathered through observation, interviews, and documentation, then analyzed using the model developed by Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The research indicates that each stage of the Discovery Learning method—stimulation, problem formulation, data collection, data processing, verification, and drawing conclusions—helps students understand the concepts gradually and systematically. Animated videos enable students to more easily visualize processes such as evaporation, condensation, precipitation, and infiltration, while also allowing them to connect these concepts to everyday life. Nevertheless, some challenges persist, including misconceptions regarding certain concepts, difficulty in explaining the cause-and-effect relationships between the stages of the water cycle, and uneven student participation during group discussions. This study demonstrates that the Discovery Learning method, when supported by animated videos, enhances students' conceptual understanding and serves as a more meaningful approach to science education in Madrasah Ibtidaiyah.]]>
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