Enhancing Second-Grade Students' Mathematics Learning Engagement through the Scientific Approach and the Discovery Learning Model

A Classroom Action Research at SD Negeri 069/IX Rantau Majo

Abstract

This study aimed to describe the implementation of a scientific approach integrated with the Discovery Learning model in improving students’ activeness in mathematics learning among second-grade elementary school students. The research was conducted at SD Negeri 069/IX Rantau Majo, Sekernan District, Muaro Jambi Regency, Jambi Province, Indonesia. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consisted of planning, action, observation, and reflection stages conducted in two cycles. Data were collected through observation, interviews, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the scientific approach combined with the Discovery Learning model successfully improved students’ activeness in mathematics learning. The percentage of students’ activeness increased from 49.35% in the pre-action stage to 56.91% and 63.26% in Cycle I, and further increased to 71.55% and 80.38% in Cycle II. Improvements were observed across all indicators of learning activeness, including paying attention during lessons, asking and answering questions, participating in discussions, completing assigned tasks, presenting discussion results, and drawing conclusions. Therefore, the scientific approach integrated with the Discovery Learning model was proven effective in enhancing students’ activeness in elementary school mathematics learning.