The Effect of Discovery Learning on Science Learning Achievements for Elementary School Students

Learning achievement is an indicator of the quality and quantity of knowledge that students have mastered. Student learning achievement can be achieved if there is a synergy between teachers, students, and the learning system that makes learning outcomes maximally achieved. Teachers are still dominant in learning and student dependence on teachers must be reduced. This study aims to analyze the effect of science learning using the Discovery Learning model on science learning achievement in class V elementary school in the Jatisono, Demak Regency, Indonesia. This study employed experimental research with data collection techniques through tests, observation, and documentation. The study population were 6 schools with 140 student data with a sample of fifth-grade students. The result revealed that there is an effect of the discovery learning model as evidenced by the proven t count> t table (2.957> 2.0106). There is a difference in the influence of the discovery learning and inquiry learning model which is proven by the value of t count> t (4.666> 2, 0117). Based on the research, the teacher is suggested to improve the quality and use the appropriate discovery learning model so that the quality of student learning increases.