ANALYSIS OF DISCOVERY LEARNING TEACHING MODEL IN FOSTERING STUDENTS CRITICAL THINKING SKILLS IN MATHEMATICS LEARNING CLASS IV SDN 1 KOLELET WETAN

Abstract

Critical thinking ability is an essential 21st-century competency that elementary school students must possess to navigate complex problem-solving in mathematics learning. This study aims to analyze the application of the Discovery Learning model in fostering grade IV students' critical thinking skills on the topic of curved side space figures. The research employs a qualitative descriptive method. The research sample comprised grade IV students at SDN 1 Kolelet Wetan, selected using a purposive sampling technique. Data collection techniques were carried out through semi-structured interviews, classroom observations, and student report documentation. Data were analyzed through qualitative analysis techniques consisting of data reduction, data display, and conclusion drawing. The results show that implementing the Discovery Learning model enables students to think independently, deduce mathematical concepts on their own, and answer questions confidently without prior direct explanation from the teacher. It can be concluded that the Discovery Learning model serves as an effective pedagogical approach to enhance students' critical thinking, self-reliance, and conceptual mastery in primary mathematics education.