Pendampingan Penerapan Model Discovery Learning Dalam Pembelajaran IPAS Di Sekolah Dasar

Abstract

Science and Social Studies (IPAS) learning in elementary schools needs to be implemented actively, contextually, and student-centered to develop students’ curiosity, critical thinking skills, and learning independence. However, initial observations at SDN Cibadak indicated that IPAS learning was still predominantly conducted using conventional methods, while teachers’ understanding of the operational implementation of the Discovery Learning model remained limited. This Community Service Program (PKM) aimed to improve teachers’ competence in designing and implementing Discovery Learning in IPAS instruction and to encourage greater student engagement in the learning process. The program was conducted on April 6–10, 2026, at SDN Cibadak, involving 13 teachers. The activities consisted of four stages: planning and preparation, training and workshops, mentoring and evaluation, and reflection and follow-up. Evaluation instruments included pretests and posttests, student activity observation sheets, learning-material assessment rubrics, and teacher response questionnaires. The results showed that teachers’ average understanding increased from 62.15 in the pretest to 85.31 in the posttest, representing an increase of 37.3%. Student engagement also increased across all observed indicators, including active participation in discussions, willingness to ask questions, involvement in observation activities, ability to express opinions, and independence in completing tasks. The average level of student engagement increased from 41.4% to 78.0%. The quality of the learning materials developed by the teachers achieved an average score of 82.4 out of 100, categorized as good. Teacher responses were also highly positive, with 100% of participants stating that the program provided tangible benefits for their professional competence. These findings indicate that mentoring in the implementation of Discovery Learning can strengthen teacher competence and support more active, contextual, and student-centered IPAS learning in elementary schools.