Pengaruh Model Discovery Learning Berbasis Lingkungan terhadap Hasil Belajar IPAS Siswa Kelas III Sekolah Dasar

Abstract

Science and Social Studies (IPAS) learning in elementary schools requires an approach capable of bridging abstract concepts through tangible and contextual learning experiences. Leveraging the nearby ecosystem as an educational tool inside the Discovery Learning framework is predicted to inspire pupils to find information autonomously and boost their academic drive. Under this assumption, this inquiry intends to investigate the impact of the context-oriented Discovery Learning approach toward the IPAS academic performance of year three pupils at SDN Karangrejo 02 Jember within the 2025/2026 school term. The investigation strategy utilized was a semi-experimental setup using a Non-equivalent Control Group Layout. The analysis participants were selected via a cluster random selection approach, establishing class III A for the treatment cohort and class III B for the baseline cohort. Facts were gathered via multiple-choice assessment tools which were checked regarding accuracy and consistency, subsequently examined via the Independent Sample T-test. The outcomes demonstrated a notable impression from the deployment of the context-oriented Discovery Learning approach. This is proven by a calculated t-statistic of 2.299, which exceeds the critical t-table of 2.000 under a 5% confidence threshold (p-value 0.025). The mean final-test grade for the treatment division (72,74) was markedly superior than that of the baseline division (62.90). Given a proportional efficacy proportion of 18.27%, it is deductible that this instructional approach is highly efficient for elevating pupil academic performance relative to the traditional method.

Keywords: Discovery Learning, Environment-Based, Learning Outcomes.