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This study aims to determine the effect of the Discovery Learning method on the learning outcomes of Aqidah Akhlak students at MAS Plus Al Ulum Medan. The background of this research is the low level of student participation and engagement in learning, since teachers still tend to rely on conventional lecture methods that are one-way, making students less active, unaccustomed to critical thinking, and resulting in suboptimal learning outcomes. Discovery Learning was chosen as an alternative approach because it emphasizes students’ direct involvement in discovering concepts through observing, collecting data, discussing, analyzing, and drawing conclusions, thus allowing them to relate the material to real-life experiences. This research employed a quantitative approach with a simple experimental design (quasi-experiment), where grade XI students were divided into two groups: an experimental class taught using Discovery Learning and a control class taught using the lecture method. The research instruments consisted of learning achievement tests (pretest and posttest) and student activity observation sheets, while data were analyzed using a t-test to determine the differences in learning outcomes between the two groups. The results revealed a significant difference, with the experimental class achieving an average posttest score of 85 compared to 72 in the control class. These findings demonstrate that Discovery Learning has a positive and significant effect on students’ Aqidah Akhlak learning outcomes, as well as enhancing their activeness, independence, critical thinking skills, and understanding of the subject matter. Therefore, Discovery Learning can be considered an effective instructional strategy to improve the quality of Islamic Religious Education in secondary schools

This research aims to improve student learning outcomes by using a true or false strategy. This type of research is classroom action research. Data collection techniques use observation, documentation, interviews and tests. The data analysis technique uses quantitative data analysis with simple statistics and classroom action research procedures using 2 cycles of the Kurtlewin model. This research was able to obtain learning results in cycle I of 58.33%. After reflection, learning activities in cycle II became 83.33%, resulting in an increase of 25%. Then, the percentage of students who completed cycle I was 59.02% and students who completed cycle II was 77.08%, resulting in an increase of 18.06%.