Discovery Learning for Strengthening Students' Basic Competencies in a Library Research Study

Abstract

The low understanding of concepts and achievement of basic competencies (BC) among elementary school students is caused by the dominance of conventional teaching methods that do not actively engage students according to their developmental characteristics. This study aims to analyze the contribution of implementing discovery learning in strengthening the basic competencies of elementary school students through a library research approach. The study was conducted by reviewing various relevant literature sources, such as scientific articles, books, and previous research related to the implementation of discovery learning in elementary education. The results of the review indicate that discovery learning has the potential to support the strengthening of students' basic competencies, including conceptual understanding, problem-solving skills, scientific processes, numeracy, and literacy. The learning process through activities such as observation, exploration, manipulation of concrete objects, and group discussions provides students with opportunities to build knowledge independently and meaningfully. These findings are reinforced by Jerome Bruner's constructivist theory and Jean Piaget's cognitive development theory, which emphasize the importance of direct experience in the learning process. Based on the results of literature analysis, discovery learning is relevant to be applied at the elementary school level because it can create active, interactive learning experiences that are in accordance with students' cognitive development stages.