The Implementation of The Discovery Learning Method In Indonesian Language Learning For The Material of Writing Observation Reports In Elementary School Students

Abstract

This study addresses the challenges of passive learning and low motivation in Indonesian language instruction, particularly in the context of writing observation reports. Conventional, teacher-centered methods often fail to engage students, leading to difficulties in conceptualizing and structuring written work. The objective of this research is to evaluate the effectiveness of the discovery learning method in improving students' writing skills and learning motivation. Employing a quasi-experimental design with a sample of 50 fifth-grade students—divided into an experimental group (25 students) and a control group (25 students)—the study utilized quantitative analysis to compare learning outcomes. Data were validated through normality and homogeneity tests, followed by an independent samples t-test. The results demonstrate a statistically significant difference in performance, with the experimental group achieving a higher mean score (78.43) compared to the control group (60.43), supported by a significance value of .001. These findings indicate that discovery learning effectively fosters active participation, enhances writing quality, and boosts student motivation. It is recommended that educators transition toward student-centered pedagogical models and that schools provide the necessary training to support the integration of interactive methods, ensuring a more meaningful and effective learning experience for students in primary education.