The Influence of a Concrete Media-Assisted Guided Discovery Learning Model on Students' Learning Interests and Creative Thinking Abilities in Science Learning at Cluster VI, Sutera District

Abstract

This study addresses the low learning interest and limited creative thinking skills of fifth-grade students in science classes at Gugus VI, Sutera Subdistrict. These issues are associated with the lack of varied learning media, minimal student participation, and the dominance of teacher-centered instruction. The research aimed to determine the effect of the Guided Discovery Learning model supported by concrete media on students’ learning interest and creative thinking abilities. A quasi-experimental design was used, specifically the posttest-only control group design. The population consisted of all fifth-grade students in Gugus VI, with SDN 25 Amping Parak as the experimental group and SDN 29 Teratak Panas as the control group. Data were collected through a learning interest questionnaire and a creative thinking test containing statements and essay questions. The data were analyzed using the Mann-Whitney U test in SPSS 27. The results showed a significant difference between students taught using Guided Discovery Learning with concrete media and those taught conventionally. The significance values of the questionnaire (0.001 < 0.05) and the test (0.000 < 0.05) indicated that the model effectively increased learning interest and creative thinking skills.