Deep Review of Impact Learning Model Discovery Learning in Elementary School

Abstract

This study aims to analyze the impact of the discovery learning model on elementary school students through a Systematic Literature Review (SLR) approach. The background of this research is based on the demands of 21st-century education, which emphasizes meaningful learning (deep learning), as well as the persistence of monotonous teaching practices that do not actively engage students. The research method employed SLR using the PRISMA protocol, which includes identification, selection, and eligibility stages of scientific articles obtained through Publish or Perish and Google Scholar within the 2021–2026 period. From an initial 500 data sources, 9 articles met the inclusion criteria and were analyzed in depth. The results indicate that the discovery learning model has a significant positive impact on improving learning outcomes, critical thinking skills, student motivation, engagement, and higher-order thinking skills. In addition, this model supports the development of 21st-century skills (6C) and science process skills through active, student-centered learning. Therefore, discovery learning can be considered an effective instructional model in creating meaningful, interactive, and contextual learning in elementary schools.