Visual-Enhanced Discovery Learning: An Action Research Study on Improving Natural and Social Sciences Learning Outcomes in Elementary Education
DOI:
https://doi.org/10.56916/jirpe.v4i4.2383Keywords:
Discovery Learning, Image Media, IPAS Education, Elementary School, Learning OutcomesAbstract
Learning outcomes in Natural and Social Sciences (IPAS) among elementary students remain suboptimal due to traditional teacher-centered approaches that limit active engagement and conceptual understanding. This study investigated the effectiveness of discovery learning models assisted by image media in improving fourth-grade IPAS learning outcomes. A classroom action research design following Kemmis and McTaggart's cyclical model was implemented over two cycles at SDN 8 Mamboro with 29 fourth-grade students. Data collection employed achievement tests validated by experts (content validity ratio = 0.85, Cronbach's alpha = 0.82) and structured observations. Each cycle comprised planning, action, observation, and reflection phases, with discovery learning activities supported by curriculum-aligned image media. The intervention demonstrated progressive improvements across cycles. Pre-intervention baseline showed 42.5% student competency, increasing to 69.0% in Cycle I and achieving 100% competency in Cycle II. Classical absorption rates improved from 42.5% baseline to 61.75% in Cycle I and 90.75% in Cycle II. Student engagement levels increased from 75% to 88.75%, while teacher effectiveness scores improved from 83.75% to 90%. All students achieved minimum competency standards by the final cycle, with scores ranging from 75-100. The findings validate constructivist learning principles and demonstrate the synergistic effects of combining discovery learning with visual media. Results align with previous research on student-centered approaches while extending understanding of multimedia integration in elementary science education. The dramatic improvement from passive to active learning confirms the effectiveness of this pedagogical combination in addressing contemporary educational challenges and supporting diverse learning styles in IPAS instruction.
References
Abbott, M. L., & Fouts, J. T. (2003). Constructivist teaching and student achievement: The results of a school-level classroom observation study in Washington. Technical Report. https://eric.ed.gov/?id=ED481694
Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In Visualization: Theory and practice in science education (pp. 191-208). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-1-4020-5267-5_9
Amin, S., Madjdi, A. H., Ardianti, S. D., & Gung, Y. T. (2021). The effect of discovery learning on science learning achievements for elementary school students. Asian Pendidikan, 1(2), 54-58. https://doi.org/10.53797/aspen.v1i2.9.2021
Astiti, N. K. A., Kristiantari, M. G. R., & Saputra, K. A. (2021). Efektivitas model pembelajaran discovery learning dengan media PowerPoint terhadap hasil belajar IPA siswa SD. Journal of Education Action Research, 5(3), 409-415. https://ejournal.undiksha.ac.id/index.php/JEAR/article/view/36695
Ayaz, M. F., & Sekerci, H. (2015). The effects of the constructivist learning approach on student's academic achievement: A meta-analysis study. Turkish Online Journal of Educational Technology, 14(4), 143-156. https://eric.ed.gov/?id=EJ1077612
Azevedo, J. P., Amer, A., Bottan, N. L., Deodat, E., & Horn, D. (2021). The state of the global education crisis: A path to recovery. World Bank Group.
Azizah, I. A., & Mardiana, D. (2024). Learning transformation: Increasing student achievement through discovery learning. Dirasah International Journal of Islamic Studies, 2(2), 155-166. https://doi.org/10.59373/drs.v2i2.42
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist teaching. Teaching and Teacher Education, 25(1), 16-25. https://doi.org/10.1080/09500690701731121
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025, February). Redefining learning: student-centered strategies for academic and personal growth. In Frontiers in Education (Vol. 10, p. 1518602). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1518602
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387. https://doi.org/10.1080/09500690701731121
Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers' attempts at integrating engineering in mathematics and science. School Science and Mathematics, 118(3-4), 93-104. https://eric.ed.gov/?id=EJ1168824
Clandinin, D. J., & Connelly, F. M. (1996). Teachers' professional knowledge landscapes: Teacher stories. Educational Researcher, 25(3), 24-30. https://doi.org/10.2307/1176665
Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738-797. https://doi.org/10.1002/j.2168-9830.2012.tb01127.x
Cunningham, C. M., Lachapelle, C. P., & Davis, M. E. (2018). Engineering concepts, practices, and trajectories for early childhood education. In L. English & T. Moore (Eds.), Early childhood education and engineering (pp. 135-174). Springer. https://doi.org/10.1007/978-981-10-8621-2_8
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://eric.ed.gov/?id=ED606743
Fullan, M. (2015). The new meaning of educational change (5th ed.). Teachers College Press. https://www.taylorfrancis.com/books/mono/10.4324/9780203986561/new-meaning-educational-change-michael-fullan
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). Basic Books. https://psycnet.apa.org/record/2004-18831-000
Gilbert, J. K., & Treagust, D. (2009). Multiple representations in chemical education. Springer. https://doi.org/10.1007/978-1-4020-8872-8
Holyoak, K. J. (2012). Analogy and relational reasoning. In K. J. Holyoak & R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (pp. 234-259). Oxford University Press. https://psycnet.apa.org/doi/10.1093/oxfordhb/9780199734689.013.0013
Inde, K. H., Kaleka, M. B., & Ilyas, I. (2020). The effect of discovery learning model on learning outcome of grade-VII students of SMPN 5 Nangapanda. Journal of Science Education Research, 4(1), 11-14. https://doi.org/10.21831/jser.v4i1.34233
Istidah, A., Suherman, U., & Holik, A. (2022). Peningkatan hasil belajar IPA tentang materi sifat-sifat cahaya melalui metode discovery learning. Jurnal Pendidikan Indonesia: Teori, Penelitian, dan Inovasi, 2(1), 45-52. https://doi.org/10.59818/jpi.v2i1.187
Krajcik, J. (2015). Three-dimensional instruction: Using a new type of teaching in the science classroom. School Science Review, 97(358), 51-59. https://doi.org/10.2505/4/sc15_053_03_6
Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152-159. https://doi.org/10.1002/acp.3482
Moore, T. J., Johnson, C. C., Peters-Burton, E. E., & Guzey, S. S. (2015). The need for a STEM road map. In STEM road map (pp. 3-12). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315753157-3/need-stem-road-map-tamara-moore-carla-johnson-erin-peters-burton-selcen-guzey
Pérez Echeverría, M. D. P. P., Postigo, Y., & Pecharromán, A. (2009). Graphicacy: University students’ skills in translating information. In Representational systems and practices as learning tools (pp. 209-224). Brill Sense. https://brill.com/display/title/37472#page=219
Resmawati, F. S., Prabowo, P., & Munasir, M. (2018, July). The discovery learning model with a scientific approach to increase science learning achievement of students. In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018) (pp. 198-200). Atlantis Press. https://doi.org/10.2991/miseic-18.2018.48
Rikmasari, R., & Rosesa, S. (2022). Model pembelajaran discovery learning sebagai solusi untuk meningkatkan hasil belajar pada mata pelajaran IPA siswa sekolah dasar. Pedagogik: Jurnal Pendidikan Guru Sekolah Dasar, 10(1), 39-46. https://doi.org/10.33558/pedagogik.v10i1.4606
Samputri, S. (2020). Science process skills and cognitive learning outcomes through discovery learning models. European Journal of Education Studies, 7(1), 81-95. https://oapub.org/edu/index.php/ejes/article/view/2871
Sasingan, M., & Wote, A. Y. V. (2022). Penggunaan model discovery learning dalam meningkatkan hasil belajar IPA. Journal for Lesson and Learning Studies, 5(1), 42-47. https://ejournal.undiksha.ac.id/index.php/JLLS/article/view/40604
Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141-156. https://doi.org/10.1016/S0959-4752(02)00017-8
Siahaan, F. E., & Sihotang, C. (2023). Pengaruh model pembelajaran discovery learning untuk meningkatkan pemahaman konsep IPA siswa SMP Satrya Budi Perdagangan. Jurnal Simki Pedagogia, 6(1), 161-168. https://doi.org/10.29407/jsp.v6i1.233
Sweller, J., van Merriënboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. https://doi.org/10.1023/A:1022193728205
Utley, J., Ivey, T., Hammack, R., & High, K. (2019). Enhancing engineering education in the elementary school. School science and mathematics, 119(4), 203-212. https://doi.org/10.1111/ssm.12332
Windschitl, M., & Stroupe, D. (2017). The three-story challenge: Implications of the Next Generation Science Standards for teacher preparation. Journal of Teacher Education, 68(3), 251-261. https://doi.org/10.1177/0022487117696278
Yulistiawati, N., Khoimatun, K., & Fatkhiyani, K. (2022). Peningkatan hasil belajar IPA dengan menggunakan model discovery learning pada siswa sekolah dasar. Jurnal Educatio FKIP UNMA, 8(2), 578-583. https://doi.org/10.31949/educatio.v8i2.2081
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Putri Amelia, Sinta Satria Dewi Pendit, Surahman Wilade, Arif Firmansyah, Andi Nur Isnayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
