Implementasi Model Discovery Learning Berbasis Teori Jerome Bruner dalam Meningkatkan Keaktifan Belajar Siswa Kelas 5B MI Ma'arif Kalibeber Wonosobo

Abstract

This study was motivated by the low level of student learning engagement resulting from the dominance of conventional teaching methods, despite active participation being a fundamental element in concept mastery at the elementary education level. The purpose of this study was to describe the implementation of the Discovery Learning model based on Jerome Bruner’s theory and to analyze its impact on improving the learning engagement of fifth-grade students at an Islamic elementary school in Wonosobo, Indonesia. This research employed a descriptive qualitative approach. Data were collected through semi-structured interviews with the fifth-grade homeroom teacher and the school principal, supported by documentation of instructional plans and classroom learning activities. The findings revealed that the implementation of Discovery Learning integrated Bruner’s cognitive representation stages, namely enactive, iconic, and symbolic representations, into the discovery process. The application of this model contributed significantly to enhancing various dimensions of student engagement, particularly students’ willingness to ask questions, participation in group discussions, and independence in constructing knowledge. The main supporting factors included teachers’ creativity in utilizing concrete learning media and the availability of technological facilities provided by the school. Meanwhile, the major challenges were limited instructional time and the abstract nature of certain learning materials. In conclusion, Discovery Learning based on Bruner’s theory was found to be effective in creating an interactive learning environment and optimizing students’ mental and physical involvement in the learning process at the elementary Islamic school level.