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This study aims to examine the effectiveness of various innovative learning models on improving student learning outcomes and mathematical skills at the junior high school and senior high school levels. The method used is a literarure study of previous research results that applied learning models such as the Flipped Classroom, Project-Based Learning (PjBL), Peer-Led Team Learning (PLTL), Discovery Learning, Mind Mapping, and other cooperative learning models. The analysis results indicate that these models generally have a positive impact on enhancing students' learning engagement, critical and creative thinking skills, numeracy skills, mathematical communication, and problem-solving abilities. These findings reinforce the urgency of adopting student-centred learning approaches based on higher-order thinking skills (HOTS). Therefore, it is recommended that teachers continue to develop the application of innovative learning models in accordance with the characteristics of students and supported by educational policies that encourage innovation and continuous training. This research is expected to serve as a reference for educators and policymakers in designing more effective and meaningful learning.   

Learning biology on the human motion system material often presents challenges due to the complex and abstract nature of the material. This study aims to improve student learning outcomes by applying the Discovery Learning learning model assisted by video media in class X SCIENCE SMA Negeri 2 Tondano. This research is a Class Action Research which was carried out in two cycles using a collaborative reflective approach. Each cycle consists of planning, action, observation, and reflection stages, with data collection through observation, evaluation tests, interviews, and field notes. The results in the first cycle showed that the average student score only reached 53.4 with a classical completeness rate of 32%. In cycle II, after improvements based on reflection in cycle I, learning outcomes increased significantly, with an average of 85.3 and a completeness rate of 100%. These findings show that integrating video media in discovery-based learning effectively improves students' understanding of hard-to-visualize biological concepts. Audio-visual media help students relate visual information to authentic experiences, while Discovery Learning encourages active and exploratory engagement of students in the learning process. This research contributes to the science education literature by showing that technology-based and participatory learning strategies can answer the challenges of biology learning in secondary schools. Implicitly, teachers are encouraged to adopt a similar approach to create active, engaging, and meaningful learning.

Critical thinking skills are an important competency in learning biology, especially in biodiversity materials that require analysis, reasoning, and decision-making. This study aims to determine the influence of the Guided Discovery Learning learning model  on the critical thinking ability of grade X students at SMA Negeri 2 Tondano. The method used was a quasi-experimental study with a pretest-posttest control group design. The sample consisted of two classes, namely the control class that was taught using the conventional model and the experimental class that received treatment with the Guided Discovery Learning model. Data were collected through pretest and posttest written tests, and analyzed using normality, homogeneity, and t-test. The results showed that there was a significant difference between the learning outcomes of students in the experimental class and the control class. The average posttest score of the experimental class was 81 higher than the control class of 63.5. In addition, the Tcal value of 4.65 is greater than the Ttable of 2.02 at a significance level of 0.05, which shows that  the Guided Discovery Learning model  has a positive influence on improving students' critical thinking skills. This result is also strengthened by a decrease in standard deviation which shows an equal distribution of understanding between students. This research contributes to the development of active learning strategies in biology education and suggests the application of this model to improve higher-level thinking skills. This model is also relevant applied to other topics in order to strengthen discovery-based learning and collaboration.

This study looks at 1) the typical math problem-solving mistakes students make using the Newmann procedure after learning with digital books through guided discovery, 2) errors related to how independent students are in their learning, and 3) how independent students are in their learning after using the guided discovery model. Analysis is descriptive in this research. This research included SMPS Dharma Patra grade VIII students. Data analysis indicated that 1) students made the most errors in solving mathematical problems-solving problems based on the Newmann procedure after the guided discovery learning model using digital books was applied: high-category students made encoding errors, and medium-category students made process skill errors and writing errors. 2) Moderate learning independence pupils make 20% transformation mistakes, 80% process skill errors, and 90% writing errors. Students with limited learning independence make 66.67% comprehension errors, 77.78% transformation errors, 100% process skill errors, and 100% final response writing errors. In addition, 36.67% of high-learning independence kids satisfied all criteria. Moderate learning independence students meet four to five markers at 33.34%. Low learning independence students meet one to three markers at 30%.

The low level of student learning activity negatively impacts learning outcomes, often falling below the KKTP standard. To enhance both learning activities and results, the discovery learning model supported by CWP was implemented. This study employed Classroom Action Research, utilizing observation sheets, learning outcome assessments, field notes, and documentation as research instruments. Data on learning activities were gathered through observation and analyzed by calculating the percentage of each activity. Learning outcomes were assessed descriptively to determine students' average performance and the percentage of students achieving classical learning completeness. Research findings indicate that student learning activity percentages improved across cycles: cycle I recorded 28.48%, while cycle II increased to 51.36%. Similarly, average learning outcomes progressed, with pre-cycle scores at 70.53, cycle I at 71.56, and cycle II at 82.18. These results demonstrate that implementing the discovery learning model with CWP support can effectively enhance learning activities and positively influence student performance.

An investigation was conducted at A State Senior High School in Kupang City, NTT.to assess how Project-Based Learning (PjBL) and Discovery Learning (DL) models differentially impact student learning activities and outcomes when teaching atomic structure. Adopting a quasi-experimental design with a nonequivalent control group, the study collected data through comprehensive activity questionnaires, observation sheets, and pretest/posttest instruments. The findings clearly showed that PjBL significantly boosted student learning activities, with an average score of 81.19, considerably higher than the 66.15 observed in the DL group. This significant difference was statistically confirmed by an independent samples t-test. Regarding learning outcomes, the PjBL group's average (70.97) was marginally better than the DL group's (68.89), but this difference did not reach statistical significance. It is suggested that limitations in learning time may have played a role in the learning outcomes. This study concludes that PjBL is superior for enhancing student engagement and activity, while both PjBL and DL are equally effective in improving student learning outcomes. Ultimately, the choice of a learning model should be strategically aligned with educational goals, subject matter, and the unique characteristics of the classroom to maximize student achievement.

This study aims to determine the effect of the Discovery Learning model assisted by E-LKPD on students' physics learning outcomes. The research was conducted at SMA Negeri 1 Percut Sei Tuan. This type of research is a quasi-experimental design with a pretest-posttest control group design. The sampling technique used in this study was cluster random sampling, consisting of an experimental class and a control class, each with 36 students. The solution to address the research problem was to apply the Discovery Learning model assisted by E-LKPD in the experimental class and conventional learning in the control class. The subjects of this study were students in classes X-3 and X-4. The instrument used was a learning test in the form of 15 multiple-choice questions. Before the different treatments were applied, a pretest was conducted, resulting in an average pretest score of 48.1 for the experimental class and 45.6 for the control class. Normality and homogeneity tests on the pretest data indicated that both classes' data were normally distributed and homogeneous. The two-tailed t-test resulted in a value of tcount < ttabel = = 0.97 < 1.994, which means H0 was accepted, indicating that the initial critical thinking ability of the experimental and control classes was the same. After the different treatments, a posttest was conducted for both classes, which resulted in an average posttest score of 76.5 for the experimental class and 63.5 for the control class. Normality and homogeneity tests on the posttest data showed that both classes' data were normally distributed and homogeneous. The one-tailed t-test resulted in tcount < ttabel = = 4.860 > 1.666, so the alternative hypothesis (Ha) was accepted. It can be concluded that the use of Discovery Learning assisted by E-LKPD has a significant effect on students' learning outcomes on the topic of work and energy in class X at SMA Negeri 1 Percut Sei Tuan.

This study aims to analyze the effectiveness of the Discovery Learning model in enhancing the motivation and learning outcomes of fourth-grade elementary school students through a literature review. The method used is a literature study, collecting data from various sources, including books, academic journals, and previous relevant research. Data analysis was conducted by examining theories and past research findings regarding the impact of Discovery Learning on student motivation and learning outcomes. The study results indicate that implementing Discovery Learning can increase students' learning motivation by providing a more active and meaningful learning experience. Furthermore, previous research also highlights that this model positively contributes to improving students' academic performance. Thus, Discovery Learning can be considered an effective instructional strategy for enhancing motivation and academic achievement in elementary school students.

This study aims to analyze the effectiveness of the Discovery Learning model in enhancing the motivation and learning outcomes of fourth-grade elementary school students through a literature review. The method used is a literature study, collecting data from various sources, including books, academic journals, and previous relevant research. Data analysis was conducted by examining theories and past research findings regarding the impact of Discovery Learning on student motivation and learning outcomes. The study results indicate that implementing Discovery Learning can increase students' learning motivation by providing a more active and meaningful learning experience. Furthermore, previous research also highlights that this model positively contributes to improving students' academic performance. Thus, Discovery Learning can be considered an effective instructional strategy for enhancing motivation and academic achievement in elementary school students.

This research aims to determine the effect of the Problem Based Learning model on the critical thinking skills and cognitive learning outcomes. This type of research is True Experimental with pretest-posttest Control Group Design. The results of the research show that the average critical thinking ability and cognitive learning outcomes of students in the experimental class taught using the Problem Based Learning model are in the sufficient category with an average score of critical thinking ability of 61.69 and an average score of cognitive learning outcomes. 66.73 with students who achieved the KKM of 35%, while in the control class with the Discovery Learning model it was also in the sufficient category with an average critical thinking ability score of 49.00 and cognitive learning outcomes with an average of 44.23 with students who achieved the KKM. by 4%. Inferential analysis shows significant results with a value of sig>0.05 so that there is an influence of the Problem Based Learning learning model on critical thinking skills and student learning outcomes.

Learner Worksheet (LKPD) is one type of teaching media that is used as a guide for students to make it easier for students to understand the subject matter being studied. The learning process at MAN 3 Aceh Timur currently still uses a conventional model and teachers have not conducted learning using interactive teaching media such as LKPD. This study aims to determine the feasibility, response and improvement of concept understanding by developing and applying LKPD in the learning process. This development research method refers to Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, evaluation), the research subject is class X MIA with 14 students as the experimental class and class X IIK with 14 students as the control class and the object of research located at MAN 3 Aceh Timur. The results obtained: 1) the results of the validation of media experts with the category “very feasible” while the results of the validation of material experts with the category “very feasible”, 2) The results of teacher responses in the “very practical” category and the results of student responses in the “very practical” category, 3) N-Gain test conducted in class X MIA (experimental) obtained a result of 0.60 with a percentage of 60% in the “medium” category. The results of this study indicate that the discovery learning-based LKPD learning media developed is feasible to use and can improve students' concept understanding.

Digital media such as TikTok has become a significant innovation in teaching expository texts in the digital era. However, many students still struggle to recognize the structure and language features of expository texts, affecting the quality of their writing. This study aims to analyze the implementation of TikTok as a learning media based on Discovery Learning to improve expository writing skills among tenth-grade students of MA Al-Falah Sukabumi. The research employed a pretest-posttest control group design with data collection techniques including tests (pretest and posttest) and non-test methods (questionnaires and observations). The subjects consisted of 36 students break into experimental and control groups. The finding showed a significant improvement in the writing skills of the experimental group. Furthermore, 87% of students reported that TikTok made the learning process more engaging and easier to rcognize. In conclusion, TikTok is an effective innovation for Discovery Learning-based teaching to enhance students' expository writing skills.

This study aims to find out: (1) The effect of the application of the DLDPF model on improving TDBI writing proficiency; (2) Differences between student learning outcomes with the DLDPF model and without DLDPF; and (3) Student obstacles in the application of the DLDPF model. The design of this study is a pseudo-experiment with a non-equivalent comparison group design scheme. The researcher used a nonprobability sampling technique in the form of total sampling. The instruments used in this study are tests and questionnaires. The test instrument is in the form of an essay test with four aspects of assessment criteria (content, organization, grammar, and vocabulary). There are also document study instruments and semi-open questionnaires with the Likert Scale. The results of the study revealed the following findings. First, the results of the paired sample test showed a sig. (2-tailed) of 0.00 < 0.05 which means that there is a significant influence of the application of the DLDPF model on the improvement of TDBI writing proficiency. Second, the results of the independent sample t-test showed a sig. (2-tailed) of 0.00 < 0.05 which means that the application of the DLDPF model has a significant impact on improving TDBI writing proficiency. In addition, the experimental class has an N-gain score of 0.59 which means it has a moderate level of improvement. The control class has an N-gain score of 0.24 which means it has a low level of improvement. In other words, it shows that there is a difference between student learning outcomes with the DLDPF model and student learning outcomes with no DLDPF model. And third, respondents showed few obstacles in the application of the DLDPF model, including: (1) Most of the respondents (70.53%) did not experience linguistic barriers; and (2) Most respondents (70%) did not experience nonlinguistic barriers.

This study aims to find out: (1) The effect of the application of the DLDPF model on improving TDBI writing proficiency; (2) Differences between student learning outcomes with the DLDPF model and without DLDPF; and (3) Student obstacles in the application of the DLDPF model. The design of this study is a pseudo-experiment with a non-equivalent comparison group design scheme. The researcher used a nonprobability sampling technique in the form of total sampling. The instruments used in this study are tests and questionnaires. The test instrument is in the form of an essay test with four aspects of assessment criteria (content, organization, grammar, and vocabulary). There are also document study instruments and semi-open questionnaires with the Likert Scale. The results of the study revealed the following findings. First, the results of the paired sample test showed a sig. (2-tailed) of 0.00 < 0.05 which means that there is a significant influence of the application of the DLDPF model on the improvement of TDBI writing proficiency. Second, the results of the independent sample t-test showed a sig. (2-tailed) of 0.00 < 0.05 which means that the application of the DLDPF model has a significant impact on improving TDBI writing proficiency. In addition, the experimental class has an N-gain score of 0.59 which means it has a moderate level of improvement. The control class has an N-gain score of 0.24 which means it has a low level of improvement. In other words, it shows that there is a difference between student learning outcomes with the DLDPF model and student learning outcomes with no DLDPF model. And third, respondents showed few obstacles in the application of the DLDPF model, including: (1) Most of the respondents (70.53%) did not experience linguistic barriers; and (2) Most respondents (70%) did not experience nonlinguistic barriers.

Digital media such as TikTok has become a significant innovation in teaching expository texts in the digital era. However, many students still struggle to recognize the structure and language features of expository texts, affecting the quality of their writing. This study aims to analyze the implementation of TikTok as a learning media based on Discovery Learning to improve expository writing skills among tenth-grade students of MA Al-Falah Sukabumi. The research employed a pretest-posttest control group design with data collection techniques including tests (pretest and posttest) and non-test methods (questionnaires and observations). The subjects consisted of 36 students break into experimental and control groups. The finding showed a significant improvement in the writing skills of the experimental group. Furthermore, 87% of students reported that TikTok made the learning process more engaging and easier to rcognize. In conclusion, TikTok is an effective innovation for Discovery Learning-based teaching to enhance students' expository writing skills.

Preliminary study as the basis for development of discovery learning-based booklet media. The purpose of this study is to describe the data of the initial research stage obtained as a basis for developing learning media and learning based on research results that will be made in the future. The development model applied in this study is the Plomp model, which has reached the initial data investigation stage. Instruments for collecting data include interviews, observations, and questionnaires. The results of the student needs questionnaire revealed that students agreed that it was necessary to develop a discovery learning-based booklet with a percentage of 81.8%. The learning media that has been used in learning is less effective so that students are less able to understand the subject matter. So it can be concluded that there is a need for the development of booket media based on discovery learning of calm digestive system material in humans in grade VIII of SMPN Siak Hulu.

The purpose of this research is to create e-module teaching materials with a discovery learning approach on the topic of oxidation-reduction reactions. These materials will be assessed for validity, practicality, and effectiveness in educational settings. This research uses the assurance development model which includes student character analysis, identification of learning objectives, selection of appropriate methods, media, and materials, utilization of media and materials in the learning process, active involvement of students, and evaluation phase. The e-module has successfully undergone a rigorous validation process conducted by a panel of validators and respected experts in the field. In addition, it has been thoroughly field tested to ensure that the resulting e-module is valid and effective, as well as practical in its application. The results showed that: 1) the assessment of media validity by media and material experts is included in the very valid category; 2) at the field trial stage involving 17 students of class X MIA 1 SMA Muhammadiyah Maumere, the class completeness rate was 81.3%. In addition, the electronic module (e-module) has been found to have a beneficial effect on student learning outcomes. Based on the descriptive analysis results, it can be concluded that the average student learning completeness rate is 87%. This indicates that e-modules used in an educational setting can be considered effective. The e-modules received positive responses from both students and teachers, indicating their practicality.

This research was motivated by the discovery of several problems faced by students, namely poor interest in learning, such as the level of activeness of students during the learning process and low interest of students in SKI learning. Students felt that in this learning there was no passion or interest, as indicated by students being less active in the learning process and student involvement in the SKI learning process also decreased. With these conditions, students quickly get bored and are not interested in participating in learning. As a result, difficulties arise that affect the learning objectives to be achieved. This study aims to determine the relationship between learning strategies and learning media with interest in learning Islamic Cultural History class VIII at MTsN 1 Bukittinggi. The type of research used in this research is quantitative, correlational. The population is all class VIII students with a total of 347 students spread across 11 classes. The sample in this research used the Probability Sampling technique using Simple Random Sampling, and the total research sample was 78 students. Data was collected through questionnaires, observation and documentation analyzed using normality tests, linearity tests, multiple correlation analysis and hypothesis testing. Based on the results of the research that has been done, the results show that there is a relationship between learning strategies on student interest in learning in the subject of Islamic Culture History class VIII at MTsN 1 Bukittinggi City and the relationship between learning media on student interest in learning in the subject of Islamic Culture History class VIII at MTsN 1 Bukittinggi City, as evidenced by the results of the Pearson Product Moment correlation test on the relationship between learning strategies and interest in learning with a Pearson correlation value of 0.382 and a significant value of 0.001 <0.05. While the Pearson correlation test results on the relationship between learning media and interest in learning are 0.236 with a significant value of 0.038 <0.05. Furthermore, the results of the Pearson correlation test on the relationship between learning strategies and media with learning interest are <0.05, which is certainly valid and related. Based on this value, it can be seen that the relationship between learning strategies to interest in learning is interconnected and the relationship between learning media to interest in learning is interconnected, so Ha is accepted.

In this study, the goal is to compare the academic results of economics students from Pasuruan Public Secondary School 3 classes, which use the PBL learning model, inquiry-based learning and discovery-based learning. Consistent with the description of unequal groups, this study used an experimental methodology that included three types of trials, each using a unique teaching model. An analysis of the pretest and posttest results was carried out to identify possible differences in the academic performance of the students. Although several teaching models were implemented, The findings showed that there was no significant difference in academic performance across the three groups. The Kruskal-Wallis test produces an Asymp value. signature. of 0.274, which means there is no significant difference between learning models. Therefore, the application of the PBL, inquiry and discovery learning model can be said to have no significant effect on student academic achievement.

This research aims to improve student learning outcomes through the application of the Discovery Learning learning model in moral beliefs in class X MA Al Yusriyah Pangkalan Susu. The research method used was Classroom Action Research (PTK) with 25 students. Data collection was carried out through test and non-test techniques. Preliminary findings show that the learning methods used previously, namely lectures and assignments, cause students to feel bored and less interested, so that the learning outcomes do not reach the Minimum Completeness Criteria (KKM). Through the application of the discovery learning method, the results of the study show an increase in student learning outcomes. In the first cycle, the average student score reached 73 with a success rate of 72%, which did not meet the criteria for research success. In the second cycle, there was a significant increase with an average score of 81 and a success rate of 92%, which was categorized as successful. These results show that the discovery learning learning model is effective in increasing students' interest and learning outcomes.