Discovery Learning Reinforced By 3D Teaching Aids: an Action to Fostering The Learning Engagement

Abstract

Science learning should encourage students to be involved in building meaning through exploration or investigation of natural phenomena. Understanding natural phenomena through science learning will be a challenge for students. This research examines the application of discovery learning reinforced with 3D teaching aids to increase student involvement in fifth-grade elementary school science learning. The approach used is qualitative with the type of classroom action research (PTK). The research subjects were 20 students and one teacher. This research was carried out in 2 cycles, each with two learning meetings. Data was obtained using observation and documentation techniques. The data analysis techniques used are condensation, presentation, and conclusions. Research focuses on the learning process and student learning engagement. The research results show that the discovery learning process assisted by 3D teaching aids can increase learning activities, student enthusiasm, and the teacher's teaching process in science learning. The changes and improvements in the learning process encourage increased student learning engagement. In cycle I, 75% of students were still in the low and medium categories of learning engagement; In cycle II, there were no students. It is concluded that the application of discovery learning reinforced with 3D teaching aids can improve learning and foster student involvement in science learning.