Implementation of the Discovery Learning Model to Support Student Learning Engagement in Grade IV at Elementary School Islam Hasanka Palangka Raya

Abstract

This study aims to describe the implementation of the Discovery Learning model and the forms of student engagement among fourth-grade students at SD Islam Hasanka in Palangka Raya City, as well as to identify the factors supporting and hindering student interaction during instruction. The study employs a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing/verification. The study's informants consisted of the fourth-grade teacher and two students selected via purposive sampling. The results indicate that Discovery Learning was implemented through six stages: stimulation, problem formulation, data collection, data processing, verification, and generalization. These stages facilitated student engagement through activities such as asking and answering questions, discussing, seeking and processing information, collaborating, and presenting results. However, student engagement was not uniform, as it was influenced by physical condition, learning readiness, self-confidence, peer interaction, family support, the teacher's role, and the classroom environment. Findings also revealed contrasting behavior, where a student chose to adopt the group's answer despite having a different one. Thus, Discovery Learning can foster student engagement when accompanied by teacher facilitation and effective management.