Implementing the Discovery Learning Model to Foster Grade IV Students' Engagement in Science and Social Studies

Student engagement is important for meaningful learning in elementary school science and social studies (IPAS), particularly when students are accustomed to teacher-centered instruction. This study explored how Discovery Learning was implemented to support the behavioral, emotional, and cognitive engagement of fourth-grade students at SDi Darul Ulum. A qualitative case study design was employed. Data were collected through classroom observations across four learning sessions, semi-structured interviews with the classroom teacher, principal, and selected students, and document analysis. Data were analyzed through data condensation, data display, and conclusion drawing and verification. Behavioral engagement was reflected in active questioning, group discussions, and recording observations. Emotional engagement was evident in students’ enthusiasm and reported confidence, including a previously passive student’s willingness to present group findings. Cognitive engagement was demonstrated through question formulation, interpretation of observations, and explanations of changes in matter using familiar examples. These findings were supported by observation records, interview accounts, and classroom documentation. Time constraints and differences in students’ need for guidance remained implementation challenges. The findings suggest that Discovery Learning can support multidimensional engagement when learning activities are contextualized and accompanied by appropriate scaffolding and time management.