Improving Students' Mathematics Learning Outcomes in Fraction Addition Operations Through the Discovery Learning Model in Grade V of SD Negeri Boja II, Tersono District, Batang Regency, Academic Year 2026/2027

Abstract

The low mathematics achievement of fifth-grade students at SD Negeri Boja II in fraction addition is shown by many students failing to reach the Minimum Mastery Criterion (KKM) of 70. This problem stems from teacher-centered instruction, dominant lecture methods, and limited active student involvement. In the pre-cycle, among 25 students the highest score was 75, the lowest 40, the class average 60.20, and mastery percentage 32%. The research investigates whether implementing the Discovery Learning model can improve learning outcomes in fraction addition for fifth graders at SD Negeri Boja, Tersono District, Batang Regency in the 2026/2027 academic year. The study aims to increase student achievement, activity, and participation through Discovery Learning. Researchers used Classroom Action Research conducted in two cycles, each comprising planning, action implementation, observation, and reflection. The subjects were 25 fifth-grade students. Data collection involved tests, observations, and documentation, with descriptive quantitative and qualitative analysis. Results indicated significant improvement across cycles. In cycle I the class average increased to 65.84 with a mastery percentage of 60%. In cycle II the average rose further to 78.56 with mastery reaching 92%. In addition to higher scores, Discovery Learning enhanced students’ activity and participation during lessons. The study concludes that the Discovery Learning model effectively improves mathematics learning outcomes in fraction addition and boosts student engagement for fifth-grade students at SD Negeri Boja in the 2026/2027 academic year.