Systematic Literature Review : Effectiveness Discovery Learning On the Learning Outcomes of Students in Elementary Schools in Science
Abstract
A teacher-centred approach still dominates science learning in schools. This condition contradicts the nature of science as a discovery process and the demands of the Independent Curriculum, which emphasises student-centred learning. This study aims to analyse the effectiveness of the Discovery Learning model in improving elementary school students' science learning outcomes, based on a review of the relevant literature. The research method was a Systematic Literature Review (SLR) conducted in accordance with the PRISMA protocol. Data were obtained via Google Scholar using Publish or Perish and Covidence. Of the 404 identified articles, 18 articles indexed in SINTA 1–4 between 2021 and 2025 met the inclusion criteria. The results indicate that Discovery Learning is effective in improving science learning outcomes in cognitive, affective, and psychomotor aspects. Cognitive improvements are demonstrated through increases in average scores, learning completion, and N-Gain; affective improvements include increased motivation, scientific attitudes, and student activeness; and psychomotor improvements include the development of science process skills. The effectiveness of this model is further optimised with the support of contextual and visual media. Thus, Discovery Learning has been proven effective, relevant, and adaptive for science learning in elementary schools and aligns with the principles of the Independent Curriculum.
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DOI: https://doi.org/10.17509/md.v22i1.96634
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