Meningkatkan Pemahaman Konsep Materi Bangun Ruang Melalui Model Discovery Learning

Abstract

This study investigates the enhancement of fifth-grade students’ understanding of spatial geometry concepts at SD Negeri Pleret Kidul through the application of the discovery learning model. Conducted as classroom action research, the study involved 20 students from class V and was organized into two cycles following the Kemmis and McTaggart model. Data were collected using tests, observations, and documentation, with test sheets assessing students’ understanding of the material and observation sheets capturing teacher and student activity. Quantitative analysis of the data indicates that the discovery learning model improved the learning process across both cycles. In the first cycle, students' average score for understanding mathematical concepts was 71.67, which rose significantly to 89.38 in the second cycle. Additionally, the percentage of students achieving mastery increased from 63% in the first cycle to 85% in the second cycle. Each indicator of mathematical concept comprehension showed an upward trend, suggesting that discovery learning effectively boosts conceptual understanding in mathematics. These findings demonstrate that discovery learning can be a beneficial model for enhancing fifth-grade students’ grasp of spatial geometry concepts at SD Negeri Pleret Kidul.

Keywords: Classroom action research; Discovery Learning; Spatial geometric concept understanding