Show and Tell Learning Method Based on the Discovery Learning Model: Creativity and Learning Outcomes at Primary School

Classified as probably not a substantial claim.

In the Discovery Learning model, teachers act as facilitators, guiding students to independently discover principles or concepts through experimentation and observation.

“In this model, teachers act as facilitators, guiding students to independently discover principles or concepts through experimentation and observation (Ananda & Atmojo, 2022;Maghfiroh et al., 2023;Ranggoli et al., 2025).”

• cites Ananda & Atmojo, 2022 sourceNot checked — no full text of the source
• cites Maghfiroh et al., 2023 sourcePartly supported

  The ‘Student responses about the use of physics e-module’ section (page unavailable) describes students investigating a phenomenon, conducting a practicum, and drawing a conclusion from it. It does not describe teachers as facilitators or say that teachers guide students to discover principles or concepts independently. (LLM, conf=0.85)

  Experimental — accuracy not yet measured
• cites Ranggoli et al., 2025 sourceCould not verify

  The indexed study description (unpaginated) says the experimental group used Discovery Learning, but it does not describe teachers as facilitators or students discovering concepts through experimentation and observation. Searches for those roles and activities returned no passage addressing them. (LLM, conf=0.72)

  Experimental — accuracy not yet measured

• AssumptionRests on an assumption: At the elementary school level, the Discovery Learning model is sometimes difficult to implement without engaging communication methods.

Probably not a substantial claim: may not pass S3 (load-bearing).

The Discovery Learning model has long been recognized as an effective constructivist approach.

“The Discovery Learning (DL) model has long been recognized as an effective constructivist approach (Ainiyah, 2024;Mokoginta et al., 2025;Satriani et al., 2022).”

• cites Ainiyah, 2024Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Mokoginta et al., 2025 sourceSupported
• cites Satriani et al., 2022 sourcePartly supported

  The Literature Review describes discovery learning as active, learner-led problem solving, which is consistent with a constructivist approach. The Results and Discussion report improved writing scores for students taught using STAD based on discovery learning. The paper does not establish that discovery learning alone is broadly effective or that it has long been recognized as such; its effectiveness finding concerns a combined method in one EFL writing setting. (LLM, conf=0.83)

  Experimental — accuracy not yet measured

May combine two claims.

The show-and-tell method is highly effective for developing public speaking skills, self-confidence, and the courage to express opinions.

“This method is highly effective for developing public speaking skills, self-confidence, and the courage to express opinions (Oktaviani et al., 2024).”

• cites Oktaviani et al., 2024 sourceSupported

• AssumptionRests on an assumption: Elementary school students need tangible media to demonstrate what they have discovered.

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The learning process in elementary schools is often one-way (teacher-centered), with students acting as passive recipients of information.

“However, the reality on the ground shows that the learning process is often one-way (teacher-centered), with students acting more as passive recipients of information (Dahlan et al., 2025;Sanjiartha et al., 2025).”

• cites Dahlan et al., 2025 sourcePartly supported

  The paper’s Abstract says teaching is often teacher-focused and one-way, and that students tend to become passive. That supports the cited sentence’s general point, but the paper does not specifically establish it for elementary schools, as the supplied claim states. (LLM, conf=0.84)

  Experimental — accuracy not yet measured
• cites Sanjiartha et al., 2025 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Creativity is not merely artistic ability but also the ability to solve problems in new and unique ways.

“Creativity is not merely artistic ability but also the ability to solve problems in new and unique ways (Henriksen et al., 2017;Muzaini et al., 2021).”

• cites Henriksen et al., 2017 sourceNot checked — no full text of the source
• cites Muzaini et al., 2021 sourceSupported

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The Show and Tell method provides higher self-confidence and enthusiasm for elementary school students because they are given the role of 'resource person' for their peers.

“This finding confirms previous research, which stated that the Show and Tell method provides higher self-confidence and enthusiasm for elementary school students because they are given the role of”

• cites Wiratna & Amelasasih, 2023 sourcePartly supported

  The Finding and Discussion section reports increased self-confidence among six first-grade students and says they were enthusiastic about showing their work. It does not say that these outcomes occurred because students were given the role of ‘resource person’ for their peers. (LLM, conf=0.86)

  Experimental — accuracy not yet measured
• cites Yandri et al., 2022 sourcePartly supported

  The Results and Discussion report that students became more excited and confident after show-and-tell, and describe them explaining objects and answering classmates’ questions. But the study was conducted at a junior high school, not an elementary school, and it does not establish that confidence and enthusiasm increased because students acted as ‘resource persons’ for peers. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

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The statistical data distribution for student creativity posttest results shows an increase after learning; the mean score was 83.67, higher than the pretest; students' creative ratings were balanced and stable, with a median of 85.00 and a mode of 85; the standard deviation was 9.908.

“The statistical data distribution for student creativity posttest results shows an increase after learning.The mean score was 83.67, higher than the pretest.Students' creative ratings were balanced and stable, with a median of 85.00 and a mode of 85.Because some students scored lower than normal, the mean score (85>83.67)was lower.The standard deviation was 9.908, showing that most students scored”

May combine two claims.

The results of observations of teacher activities in learning when implementing the show and tell learning method based on the discovery learning model have a positive impact, as evidenced by the effectiveness of learning and an increase in students' enthusiasm for learning.

“The results of observations of teacher activities in learning when implementing the show and tell learning method based on the discovery learning model have a positive impact, as evidenced by the effectiveness of learning and an increase in students' enthusiasm for learning.”

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According to the assessment of students' creativity levels converted into intervals on a scale of 100, 19 students (63.4%) were less creative and 6 (20%) were very less creative in the pretest stage; five students (16.6%) with interval scores of 60-74 were creative.

“According to the assessment of students' creativity levels converted into intervals on a scale of 100, 19 students (63.4%) were less creative and 6 (20%) were very less creative in the pretest stage.Five students (16.6%) with interval scores of 60-74 were creative, indicating that some students had better creative thinking talents than others.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

During implementation of the learning technique, pupils completed assignments and demonstrated excitement for learning.

“During implementation of the learning technique, pupils completed assignments and demonstrated excitement for learning.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students enthusiastically participated in practical learning approaches in the fifth session, boosting their creativity and learning outcomes.

“Students enthusiastically participated in practical learning approaches in the fifth session, boosting their creativity and learning outcomes.”

May combine two claims.

Before using the learning approach, the teacher gave a pretest to introduce the material and assess students' ability; results showed that most pupils struggled with the questions.

“Before using the learning approach, the teacher gave a pretest to introduce the material and assess students' ability.Results showed that most pupils struggled with the questions.”

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Pretest data on PPKn learning results for Class V Students of primary school 126 Inpres Kariango: the mean creativity score was 49, which is poor; the median, mode, and mean scores were 45, 45, and 49, respectively.

“Pretest data on PPKn learning results for Class V Students of primary school 126 Inpres Kariango.Researchers properly calculated pretest scores using statistical data.Before the research treatment, 30 students' creative levels were estimated from pretest data.According to the instrument's assessment criteria, the mean creativity score was 49, which is poor.The median, mode, and mean scores were 45”

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Students become more engaged in asking questions and participating in class, demonstrating their understanding and curiosity.

“Students become more engaged in asking questions and participating in class, demonstrating their understanding and curiosity.”

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In the seventh meeting, all students presented and formed conclusions using show-and-tell learning material; the teacher explained the discovery learning model-based show-and-tell method in detail and met learning objectives; student development improved across assessments.

“In the seventh meeting, all students presented and formed conclusions using showand-tell learning material.The teacher explained the discovery learning model-based show-and-tell method in detail and met learning objectives.Student development improved across assessments.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

The third session allowed students to perform a 'show' and deliver a 'tell' about the content they had learned; this helped students find as many relevant issues as possible.

“The third session allowed students to perform a”

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The second class used a short video and visuals of Indonesian unity to teach; this encouraged students to find initial issues in the learning content and then analyze and communicate them in language they understood, improving their creativity and mastery.

“The second class used a short video and visuals of Indonesian unity to teach.This encouraged students to find initial issues in the learning content and then analyze and communicate them in language they understood, improving their creativity and mastery.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

During the posttest, students seemed more relaxed, indicating that they had a better understanding of unity in the learning material, improved their creative thinking skills, and achieved better learning outcomes than with the previous learning method.

“During the posttest, students seemed more relaxed, indicating that they had a better understanding of unity in the learning material, improved their creative thinking skills, and achieved better learning outcomes than with the previous learning method.”

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Descriptive analysis showed that students scored 40-65 on the pretest for inventiveness; thus, 25 points were awarded for originality.

“Descriptive analysis showed that students scored 40-65 on the pretest for inventiveness.Thus, 25 points were awarded for originality.”

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After the researchers tallied the scores, the average student score was below the completion criterion, showing that the prior learning technique did not improve student knowledge, creativity, or learning outcomes.

“After the researchers tallied the scores, the average student score was below the completion criterion, showing that the prior learning technique did not improve student knowledge, creativity, or learning outcomes.”

May combine two claims. The quote only partly states this claim.

The conversion of posttest scores into a 100-point interval scale reveals that students' understanding distribution has improved; no students are less or substantially less creative, hence all can be considered creative on a 60-100 scale; 6 students (20%) are creative with a value interval of 60-74, while 12 students (20%) are creative with 75-89 and highly creative with 90-100.

“The conversion of posttest scores into a 100-point interval scale reveals that students' understanding distribution has improved.No students are less or substantially less creative, hence all can be considered creative on a 60-100 scale.6 students (20%) are creative with a value interval of 60-74, indicating that they may enhance their thinking and originality, while 12 students (20%) are creative”

May combine two claims.

A preliminary study by the author at primary school 126 Inpres Kariango shows that the Pancasila and Citizenship Education subject material has not been optimally mastered, indicated by students' learning outcomes and students' skills in expressing opinions or expressing their feelings becoming less confident.

“A preliminary study by the author at primary school 126 Inpres Kariango shows that the Pancasila and Citizenship Education subject material has not been optimally mastered, indicated by students' learning outcomes and students' skills in expressing opinions or expressing their feelings becoming less confident.”

May combine two claims.

The findings in Table 1 indicate that the adoption of this pedagogical approach enhances educators' instructional abilities while simultaneously fostering greater student comprehension and active participation in the learning process.

“The findings in Table 1 indicate that the adoption of this pedagogical approach enhances educators' instructional abilities while simultaneously fostering greater student comprehension and active participation in the learning process.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

A posttest was provided at the VIII meeting to assess students' learning after treatment; when giving the posttest, students seemed more relaxed, indicating that they had a better understanding of unity in the learning material, were more interactive, and had better creative thinking skills and learning outcomes than with the previous learning method.

“A posttest was provided at the VIII meeting to assess students' learning after treatment.Using questions, the teacher assessed the learning method's impact.When giving the posttest, students seemed more relaxed, indicating that they had a better understanding of unity in the learning material, were more interactive, and had better creative thinking skills and learning outcomes than with the”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students presented four to five times in the fourth session; the teacher used the discovery learning model's show-and-tell method well, and students' grasp of the topic and learning methods increased their motivation in studying, creating a positive and participatory environment.

“Students presented four to five times in the fourth session.In this lesson, the teacher used the discovery learning model's show-and-tell method well.Students' grasp of the topic and learning methods increased their motivation in studying, creating a positive and participatory environment.”

May combine two claims.

This study reveals that the discovery learning model-based show and tell strategy improves learning significantly; this learning style boosts student participation, comprehension, and engagement.

“This study reveals that the discovery learning model-based show and tell strategy improves learning significantly.This learning style boosts student participation, comprehension, and engagement.”

May combine two claims.

In the posttest, 9 pupils scored 70-79 (medium group), 10 scored 80-89 (high), and 9 scored in the very high category.

“9 pupils scored 70-79 in the medium group, 10 in high (80-89), and 9 in very high with very high learning outcomes.”

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After the posttest, the average score jumped to 82.47, and 63.4% of students fell in the 'High' to 'Very High' categories.

“After the posttest, the average score jumped to 82.47.The distribution of scores shows that 63.4% of students now fall in the”

• Also stated in: § 4. CONCLUSION · boosted

  “Student learning achievement improved dramatically, with an average posttest score of 82.47, with the majority of students (63.4%) now in the”

• AssumptionRests on an assumption: The improvements in creativity and learning outcomes observed from pretest to posttest are attributable to the show-and-tell/discovery learning treatment rather than to other factors.

May combine two claims. The quote only partly states this claim.

In the posttest, 40% of students achieved the 'Very Creative' category and 40% the 'Creative' category, and all students were in the 'Creative' or 'Very Creative' categories.

“A total of 40% of students achieved the”

May combine two claims.

Average student learning outcomes rose from 52.57 to 82.47, with 93.4% reaching moderate to very high.

“(4) Average student learning outcomes rose from 52.57 to 82.47, with 93.4% reaching moderate to very high.”

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On a 0-100 scale, the fifth-grade students met learning outcome standards and scored optimally, getting good marks.

“On a scale of 0-100, students met learning outcome standards and scored optimally, getting good marks.”

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The Kolmogorov-Smirnov normality test for pretest student learning outcomes yielded 0.137, df 30, significance 0.158; posttest results were 0.098, df 30, significance 0.200.

“The Kolomogorov-Smirnov normalcy test for pretest student learning outcomes yielded 0.137, df 30, and 0.158.Posttest results: 0.098, df 30, 0.200 significance.”

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In the student creativity analysis, the regression coefficient data shows that the constant value (intercept) is 24,400 with a significance value of 0.030, which is smaller than 0.05, indicating that this constant has a significant effect; if the posttest variable does not change, the pretest value will remain near 24,400; the regression coefficient for the posttest variable is 0.298 with a

“In the student creativity analysis, the regression coefficient data shows that the constant value (intercept) is 24,400 with a significance value of 0.030, which is smaller than 0.05, indicating that this constant has a significant effect.If the posttest variable does not change, the pretest value will remain near 24,400.The regression coefficient for the posttest variable is 0.298 with a”

May combine two claims.

The Shapiro-Wilk test yielded posttest statistical values of 0.931, df 30, significance 0.051 and 0.938, df 30, significance 0.81.

“The Shapiro-Wilk test yielded posttest statistical values of 0.931, df 30, significance of 0.051 and 0.938, df 30, significance of 0.81.”

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The homogeneity test shows that the significance value exceeds 0.05 and that data between the creative data groups have a similar value distribution, meeting the homogeneity of variance categories.

“The test findings reveal the variance differences between creative data groups using the discovery learning model's show and tell learning method.Significant value (Sig.)exceeds 0.05.Data between groups have a similar value distribution, meeting the homogeneity of variance categories.”

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Analysis of pretest data on PPKn learning outcomes given to 30 students at primary school 126 Inpres Kariango provides an initial picture of the level of mastery of the material before receiving treatment in the study; students' ability to understand basic PPKn concepts was still not optimal before being given treatment; a small number of students obtained results with low scores and lowered the

“Analysis of pretest data on PPKn learning outcomes given to 30 students at primary school 126 Inpres Kariango provides an initial picture of the level of mastery of the material before receiving treatment in the study.Students' ability to understand basic PPKn concepts was still not optimal before being given treatment.A small number of students obtained results with low scores and lowered the”

May combine two claims.

In the pretest, the average student score was 52.57, with the majority (53.5%) in the low category and no students in the high category.

“In the pretest, the average student score was only 52.57, with the majority (53.5%) in the low category and no students in the high category.”

May combine two claims.

Before the treatment (pretest), the average student creativity score was 49.00 (categorized as less creative); after implementing the Show and Tell method, the average creativity score increased to 83.67.

“Before the treatment (pretest), the average student creativity score was only 49.00 (categorized as less creative).However, after implementing the Show and Tell method, the average creativity score increased sharply to 83.67.”

• Also stated in: § 4. CONCLUSION · boosted

  “There was a significant increase in creativity, with the average student score jumping from 49.00 (less creative) on the pretest to 83.67 (creative/very creative) on the posttest.”

• AssumptionRests on an assumption: The improvements in creativity and learning outcomes observed from pretest to posttest are attributable to the show-and-tell/discovery learning treatment rather than to other factors.

May combine two claims.

This condition shows that kids' initial creativity is low to intermediate, with a wide range of talents.

“This condition shows that kids' initial creativity is low to intermediate, with a wide range of talents.”

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It motivates and encourages creative thinking and active learning, unlike the standard method.

“It motivates and encourages creative thinking and active learning, unlike the standard method.”

Probably not a substantial claim: may not pass S3 (load-bearing).

According to Bruner, the essence of learning is how a person organizes what they already know.

“According to Bruner, the essence of learning is how a person organizes what they already know (Ozdem-Yilmaz & Bilican, 2025).”

• cites Ozdem-Yilmaz & Bilican, 2025Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Observations in various elementary schools indicate that many teachers are trapped in the lecture method, considered the most efficient way to achieve curriculum targets.

“Observations in various elementary schools indicate that many teachers are trapped in the lecture method, considered the most efficient way to achieve curriculum targets (Abduhrohman et al., 2022).”

• cites Abduhrohman et al., 2022Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

This significantly improves their long-term memory, ultimately impacting their learning outcomes.

“This significantly improves their long-term memory, ultimately impacting their learning outcomes.”

• AssumptionRests on an assumption: Psychologically, a person will remember 90% of what they are taught or convey to others.

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This teacher-centered situation results in low levels of creativity and suboptimal learning outcomes.

“This situation results in low levels of creativity and suboptimal learning outcomes.”

• Also stated in: § Abstract · plain

  “Conventional and boring learning paradigms typically lead to low creativity and learning outcomes in Pancasila and Citizenship Education.”

• AssumptionRests on an assumption: Learning outcomes often only reach the lower cognitive levels (C1-C2).

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As a result, students become bored, and their creative potential is suppressed.

“As a result, students become bored, and their creative potential is suppressed.”

May combine two claims. The quote only partly states this claim.

The Kolomogorov-Smirnov normalcy test for pretest student learning outcomes yielded 0.137, df 30, and 0.158; posttest results: 0.098, df 30, 0.200 significance; the Shapiro-Wilk test yielded posttest statistical values of 0.931, df 30, significance of 0.051 and 0.938, df 30, significance of 0.81; since the significance value is greater than 0.05, the distribution data is normal and can be used for

“The Kolomogorov-Smirnov normalcy test for pretest student learning outcomes yielded 0.137, df 30, and 0.158.Posttest results: 0.098, df 30, 0.200 significance.The Shapiro-Wilk test yielded posttest statistical values of 0.931, df 30, significance of 0.051 and 0.938, df 30, significance of 0.81.Since the significance value is greater than 0.05, the distribution data is normal and can be used for”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

If this happens continuously, students' interest in learning will be lower and will certainly affect students' learning outcomes.

“If this happens continuously, students' interest in learning will be lower and will certainly affect students' learning outcomes.”

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The results of the hypothesis test indicated that the posttest variable significantly influenced the increase in student creativity and learning outcomes, supported by normally distributed and homogeneous data.

“Furthermore, the results of the hypothesis test indicated that the posttest variable significantly influenced the increase in student creativity and learning outcomes, supported by normally distributed and homogeneous data.”

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The hypothesis test shows that this strategy boosts creativity and learning.

“The hypothesis test shows that this strategy boosts creativity and learning.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Visual aids accelerate the understanding of abstract concepts.

“The use of short videos as initial stimuli also aligns with studies of learning media that suggest visual aids accelerate the understanding of abstract concepts.”

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The pretest and posttest data distributions are normal and can be used for parametric statistical analysis.

“If the significance value is greater than 0.05, the data distribution is normal and can be used for parametric statistical analysis.”

Probably not a substantial claim: may not pass S2 (checkable).

Most pupils need learning approaches or models that improve learning.

“Most pupils need learning approaches or models that improve learning.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

The students seemed more relaxed during the posttest, showing that they had internalized the concept of unity and oneness through the presentation and Q&A.

“The students seemed more relaxed during the posttest, showing that they had internalized the concept of unity and oneness through the presentation and Q&A.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Teachers can enhance their classroom management skills and provide constructive feedback by repeatedly implementing innovative methods.

“Research shows that teachers can enhance their classroom management skills and provide constructive feedback by repeatedly implementing innovative methods.”

Classified as probably not a substantial claim.

This study strengthens our knowledge of how communicative strategies and discovery models improve primary school critical and creative thinking.

“This study strengthens our knowledge of how communicative strategies and discovery models improve primary school critical and creative thinking.”

Classified as probably not a substantial claim.

The integration of the Discovery Learning model addresses the weaknesses of previous studies by ensuring that students not only 'show and tell' but also go through the stages of data processing and drawing strong conclusions (generalization).

“The integration of the Discovery Learning model successfully addresses the weaknesses of previous studies by ensuring that students not only”

May combine two claims.

The median level is greater than the p-value of 0.05 and has the same significance level when assessed using the adjusted degrees of freedom of 0.733, indicating that the results are significant or homogenous; these test results demonstrate that the show and tell learning approach based on the discovery learning model meets the variance homogeneity of learning outcome data groups; parametric tests

“The median level is greater than the p-value of 0.05 and has the same significance level when assessed using the adjusted degrees of freedom of 0.733, indicating that the results are significant or homogenous.These test results demonstrate that the show and tell learning approach based on the discovery learning model meets the variance homogeneity of learning outcome data groups.Parametric tests”

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In conclusion, the Discovery Learning-based Show and Tell method enhances student learning in the PPKn subject, fosters creativity, and enhances interaction.

“In conclusion, the Discovery Learning-based Show and Tell method enhances student learning in the PPKn subject, fosters creativity, and enhances interaction.”