PENERAPAN MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN PANCASILA DI KELAS IV SD NEGERI 1 KAWAN BANGLI

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan penerapan model discovery learning, mengidentifikasi kendala dan upaya yang dilakukan guru, serta menganalisis dampak penerapan model tersebut dalam pembelajaran Pancasila di kelas IV SD Negeri 1 Kawan Bangli. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan studi kepustakaan dengan informan kepala sekolah, guru kelas IV, dan siswa. Analisis data dilakukan melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan model discovery learning telah dilaksanakan dengan baik melalui tahapan stimulus, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian, dan penarikan kesimpulan. Model ini menjadikan siswa lebih aktif, kritis, dan mampu mengaitkan nilai-nilai Pancasila dengan pengalaman nyata dalam kehidupan sehari-hari. Penerapan discovery learning memberikan dampak positif terhadap aspek kognitif, afektif, dan psikomotor siswa, terutama dalam meningkatkan kemampuan bernalar kritis, kemandirian, kerja sama, serta pembentukan karakter sesuai dengan Profil Pelajar Pancasila. Meskipun terdapat kendala seperti keterbatasan waktu, kemampuan berpikir abstrak siswa, dan media pembelajaran, guru telah melakukan berbagai upaya untuk mengatasinya. Dengan demikian, model discovery learning efektif digunakan dalam pembelajaran Pancasila di sekolah dasar.

This study aims to describe the implementation of the discovery learning model, identify the challenges and efforts made by teachers, and analyze the impact of its application in Pancasila Education for fourth-grade students at SD Negeri 1 Kawan Bangli. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, documentation, and literature study involving the principal, fourth-grade teacher, and students as informants. Data analysis was conducted through data collection, data reduction, data display, and conclusion drawing. The findings indicate that the discovery learning model was implemented effectively through the stages of stimulation, problem identification, data collection, data processing, verification, and generalization. This model encourages students to become active learners who are able to think critically and connect Pancasila values with real-life experiences. The application of discovery learning has a positive impact on students’ cognitive, affective, and psychomotor aspects, particularly in improving critical thinking skills, independence, collaboration, and character development in line with the Pancasila Student Profile. Although several challenges were encountered, such as limited instructional time, students’ abstract thinking abilities, and learning media, teachers made various efforts to address these issues. Therefore, discovery learning is considered effective for Pancasila education at the elementary school level.