Implementation and Challenges of Discovery-Based Science Learning: Assessment and Evaluation at Lentera Harapan Elementary School

Abstract

Discovery-based science learning at Lentera Harapan Elementary School has become the main focus in efforts to improve students' understanding of science concepts and critical thinking skills. This study uses a descriptive qualitative approach to explore the implementation of discovery-based science learning at Lentera Harapan Elementary School. Through in-depth interviews with science teachers and classroom observations, we investigated teacher preparation, available resources, challenges faced, and strategies used in implementing discovery-based science learning. The results of this study indicate that in-depth teacher preparation of scientific methods and active learning skills is the key to successful implementation. However, limited resources and time in the curriculum are the main challenges. Holistic and formative assessment is also recognized as an important element in evaluating student progressat Lentera Harapan Elementary School. These findings provide valuable insight into best practices in implementing discovery-based science learning at Lentera Harapan Elementary School.