DISCOVERY LEARNING MODEL IN OPTIMIZING CRITICAL THINKING SKILLS AND COLLABORATIVE SKILLS OF ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.32699/2p4wng23Keywords:
Collaborative, Critical thinking, Discovery learning, Elementary schoolAbstract
This study aimed to analyze the Discovery Learning model in optimizing the critical and collaborative thinking skills of fifth-grade students at SD Negeri 4 Nisam, North Aceh. The background of the study was based on the low level of students’ critical and collaborative thinking skills, which were caused by teacher-centered learning and the limited opportunities for students to actively discover concepts independently and work collaboratively. This study used a descriptive qualitative approach with the fifth-grade teacher, students, and the principal as research subjects. Data collection techniques included interviews, observations, documentation, and focus group discussions (FGDs), while data analysis was conducted through data reduction, data display, and conclusion drawing. The findings of the study revealed that the implementation of Discovery Learning, encompassing the stages of stimulation, problem formulation, data collection, data processing, verification, and generalization, effectively enhanced students’ active participation in the learning process. The model demonstrated its effectiveness in strengthening students’ critical thinking abilities, particularly their capacity to identify problems, analyze relevant information, and formulate conclusions. However, students’ ability to conduct in-depth evaluations still needed further development. Furthermore, the application of Discovery Learning positively supported the development of students’ collaborative skills through group activities, discussions, effective communication, and mutual respect among peers. Therefore, Discovery Learning was effective as an innovative learning model to improve the quality of the learning process in elementary schools.
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