Discovery Learning for Enhancing Critical Thinking Skills in Fourth-Grade Mathematics Classrooms

Dini Nuraeni; Eliva Sukma Cipta; Hani Hadiati Pujawardani; Margaret Bueno

Authors

Dini Nuraeni SD Plus Ar Rahmat
Eliva Sukma Cipta Universitas Islam Nusantara
Hani Hadiati Pujawardani Universitas Islam Nusantara
Margaret Bueno Air Link International Aviation College

Keywords:

Critical thinking, Discovery Learning, Elementary mathematics, Primary education, Student-centered learning

Abstract

Critical thinking is one of the essential competencies in primary mathematics education, yet many elementary school students continue to experience difficulties in analyzing problems, evaluating information, and formulating logical solutions. These challenges are often associated with teacher-centered instructional practices that provide limited opportunities for active inquiry and knowledge construction. This study aimed to improve fourth-grade students’ critical thinking skills through the implementation of the Discovery Learning model in mathematics learning. The study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of three iterative cycles: planning, action, observation, and reflection. The research was conducted at MI Al-Husaeni 2 Bandung, Indonesia, involving fourth-grade students. Data were collected through classroom observations, interviews, documentation, and critical thinking tests and were analyzed using descriptive qualitative and quantitative approaches. The findings revealed a consistent improvement in students’ critical thinking skills throughout the intervention. The mean achievement score increased from 59.04 in the preliminary stage to 70.95 in Cycle I, 73.80 in Cycle II, and 77.85 in Cycle III. Likewise, the percentage of students achieving the minimum mastery criterion improved from 57% to 71%, 76%, and 86%, respectively. Observation results also indicated progressive improvements in students’ critical thinking behaviours during mathematics learning. These findings contribute to the growing evidence supporting Discovery Learning as an effective student-centered instructional approach for enhancing critical thinking in primary mathematics education, particularly within the context of Islamic elementary schools, and provide practical guidance for teachers seeking to foster higher-order thinking skills through inquiry-based learning.

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