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The development of digital technology has driven the  increasing use of e-modules as interactive learning media that support  independent and collaborative learning. The integration of pedagogical approaches and multimedia technology makes e-modules increasingly adaptive and effective in developing higher-order thinking skills. This study aims to map trends in the development and utilization of e-modules through a Systematic Literature Review (SLR)  of Scopus articles published in 2020–2024. From the selection process, 20 articles were analyzed based on their pedagogical approach, as well as the media and digital platforms used. The study results show that pedagogical approaches such as Problem-Based Learning, STEM, SETS, Discovery Learning, and Guided Inquiry have been consistently proven to improve critical thinking skills, learning outcomes, and 21st-century competencies. From a technological perspective, Android and flipbook platforms are the primary choices due to their flexible access and multimedia support such as video, animation, simulations, and interactive quizzes. These findings emphasize the importance of developing systematic, pedagogically-based e-modules supported by interactive multimedia.  Further research is needed to explore the integration of AR/VR, gamification, and artificial intelligence.   

This study aims to analyze the improvement of students’ knowledge and the alignment of the Civic Education learning model with the characteristics of third-grade students at SDN Kadipiro. The research problem arises from the tendency of Civic Education in elementary schools to rely heavily on lecture-based instruction, which results in low student engagement and limited comprehension of abstract concepts such as rights and obligations. A descriptive qualitative approach was employed through observations, interviews, and documentation to obtain a comprehensive picture of the learning process, the instructional model applied, and classroom dynamics. The findings reveal that the teacher implemented a game-based Discovery Learning model that emphasizes exploration, categorization, verification, and independent conclusion-making by students. This model proved effective, as evidenced by 85% of students being able to understand and distinguish examples of rights and obligations in accordance with the Civic Education learning outcomes. The study also indicates that game-based learning is more compatible with the students’ predominant visual and kinesthetic learning tendencies, enabling them to maintain focus more effectively than when using traditional lecture methods. However, several challenges emerged, including variations in students’ writing literacy skills and the absence of a structured assessment rubric. These findings underscore the need for flexible instructional design, the integration of concrete learning media, and the implementation of more systematic formative assessment practices. Future research is recommended to develop differentiated instructional strategies and to utilize more diverse media to accommodate the needs of heterogeneous classrooms.

Mathematics learning demands optimal student activity, concentration, and participation. However, many students still exhibit a passive attitude during the learning process, resulting in learning outcomes that have not reached the expected level. This article aims to analyze various effective classroom management strategies for fostering enthusiasm for learning and increasing student participation in mathematics learning. This study uses a library research method by reviewing various scientific sources, such as journals, academic books, and relevant research reports. The results of the study indicate that effective classroom management plays a crucial role in creating a conducive, interactive, and student-centered learning environment. Teachers function not only as transmitters of material but also as facilitators and administrators capable of building positive social relationships and motivating students to actively think and participate. Preventive, curative, and repressive classroom management strategies have been proven to improve student focus, motivation, and learning outcomes, especially when integrated with learning approaches such as discovery learning, teacher-centered learning, and the use of creative methods like squad games and block systems. Thus, adaptive and innovative classroom management is key to realizing participatory, enjoyable, and meaningful mathematics learning for the development of students' overall potential.

This study aims to determine the effect of the application of the Discovery Learning learning model on student learning outcomes in Geography class X at Sinar Pancasila Betun Private High School. The study used an experimental method with a pretest-posttest control group design. The study population was all students of class X, with a purposive sampling technique consisting of an experimental class and a control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity and reliability. The results showed a significant increase in learning outcomes in the experimental class after the application of the Discovery Learning learning model. The average posttest score of the experimental class was 74.0236, higher than the control class of 19.2045. Hypothesis testing using the t-test showed that the calculated t value > t table at a significance level of 5%, so the alternative hypothesis was accepted. This means that there is a positive effect of the use of the Discovery Learning learning model on student learning outcomes. Based on these findings, it is concluded that the Discovery Learning learning model is effective for improving student learning outcomes in Geography learning and can be used as an alternative innovative learning strategy in schools.

Education is a comprehensive process aimed at developing human quality, in which the success of learning largely depends on the implementation of appropriate instructional strategies. Learning strategies serve as a guide for educators in managing the interaction between teachers, learners, materials, and the learning environment to achieve educational goals effectively and efficiently. This study aims to describe the objectives of learning strategies in improving learning quality and to explain how relevant learning models can be applied based on students’ characteristics and learning contexts. This research employs a qualitative approach using a literature review method by analyzing various theories and previous studies related to learning strategies and educational quality improvement. The findings indicate that learning strategies play a central role in creating active, creative, and meaningful learning processes. The application of several models such as cooperative learning, inquiry learning, contextual teaching and learning, project-based learning, and discovery learning has been proven to enhance students’ motivation, engagement, and learning outcomes in cognitive, affective, and psychomotor domains. Therefore, systematically designed and adaptive learning strategies that focus on students’ potential are the key to improving learning quality and achieving comprehensive educational objectives.

Low science learning outcomes at the junior high school level are a major problem caused by the dominance of conventional, teacher-centered teaching methods. The purpose of this study is to examine various innovative learning strategies, how effective they are, and their impact on student learning outcomes. The literature review method was used to review national and international articles published between 2020 and 2025 that discuss the application of innovation-based learning strategies in science. The strategy patterns, implementation effectiveness, and their impact on student learning outcomes were analysed using content analysis techniques. The research findings indicate that strategies such as problem-based learning (PBL), project-based learning (PjBL), discovery learning, environmental-based learning, and cooperative learning using the Think-Pair-Share (TPS) method are effective in increasing students' motivation and activity, as well as their learning outcomes in the cognitive, affective, and psychomotor domains. Generally speaking, the strategies are all student-centered. This is demonstrated by the constructivist approach, which emphasises contextual and collaborative learning. The results of this study indicate that implementing a creative learning approach can be an effective way to improve the quality of science learning and student learning outcomes in junior high school.

This study aims to assess the effectiveness of the Discovery Learning model that utilizes the surrounding environment in improving the learning outcomes of Biology Science on plant material and its functions in grade 3 students of MI Al Barokah Jember. This approach refers to David A. Kolb's experiential learning theory and Jean Piaget and Lev Vygotsky's constructivism theory, which emphasizes the importance of active student involvement through real-life experiences and social interactions. This study uses a Classroom Action Research (CAR) model with four stages: planning, implementation, observation, and reflection. The research subjects were 24 students, with data obtained through observation, learning outcome tests (pre-test and post-test), and reflective interviews. Data analysis was carried out using quantitative and qualitative descriptive methods. The results showed a significant increase in students' conceptual understanding, with an average pre-test score of 60 increasing to 82 in the post-test, and 83% of students showed improved learning outcomes. Student activity also increased, with more students actively involved in observations, discussions, and presentations. As many as 80–85% of students were able to explain the functions of plant parts based on direct observation. Students responded positively to this lesson, but there were limitations in the variety of plants and the timeframe. It is recommended to reinforce initial understanding with visual aids and allow more time for group discussions.

This research aims to improve the learning outcomes of grade 1 students at SD Negeri 2 Brangkal using the Discovery Learning learning model in the Pancasila Education subject. This research is divided into two images, where each cycle consists of four research stages, namely: 1) Planning, 2) Implementation, 3) Observation, and 4) Reflection. This research was conducted over a period of 3 months starting from February to April 2024. In this research the researcher acted as an observer by involving the class I Pancasila Education maple teacher as a colleague/collaborator. This Classroom Action Research (PTK) uses the Kemmis & Mc Taggart model. This research was carried out in two cycles where each cycle was held in one meeting. The subjects of this research were 18 grade 1 students at SD Negeri 2 Brangkal. Data collection techniques through evaluation tests, observation and documentation. The research results show that: (1) students become more active in learning activities. (2) there was an increase in Pancasila Education learning outcomes for grade 1 students at SD Negeri 2 Brangkal. This increase was proven by the results of the pre-cycle test, the average class score was 66.22, then it increased in cycle I to 82.5 and increased again in cycle II to 90.5. The percentage of completeness of learning outcomes in the pre-cycle was 40%, in cycle I was 75%, and in cycle II was 94% which achieved a KKTP ≥ 75. From the results of the above research it can be concluded that by implementing the Discovery Learning learning model it can improve learning outcomes in students. Pancasila education lesson for grade 1 students at SD Negeri 2 Brangkal.

The study used a pseudo-experimental design with a posttest-only control group design pattern. The population included the entire class VII, and the sample was randomly selected of two equivalent parallel classes, totaling 22 students each. The experimental class received the discovery learning treatment, while the control class used conventional methods. The research instrument is in the form of learning outcome tests in the form of objectives and essays that have been tested for validity and reliability. Data were analyzed through normality test, homogeneity test, and t-test of two independent samples at a significance level of 0.05. The results showed significant differences between the two groups. The average posttest score of the experimental class was 80.68 higher than the control class of 72.72. The analysis of the t-test yielded a t_hitung value of 2.74 greater than t_tabel 2.01, which means that the null hypothesis was rejected. The frequency distribution in the experimental class also showed a concentration of scores in the high category, while the control class was more dominant in the medium category. These findings confirm that discovery learning not only improves cognitive learning outcomes, but also encourages students' active engagement, motivation, and critical thinking skills. This study concludes that the implementation of discovery learning is effective in improving science learning outcomes in the classification of living things. Implicitly, teachers are advised to integrate this approach as an alternative to student-centered science learning strategies.

This research aims to improve the learning outcomes of Natural and Social Sciences (IPAS) by applying a discovery learning model assisted by image media in grade V of SD Nurul Khoir, Jambi City. The method used is Class Action Research (PTK) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementation of actions, observation, and reflection. The research subjects amounted to 26 students. Data collection techniques are carried out through learning outcome tests, observation of teacher and student activities, and documentation. The results of the study showed a significant increase in the completeness of student learning outcomes. In cycle I, completeness reached 73.92%, and increased to 85.30% in cycle II. This improvement shows that the application of the discovery learning model combined with image media is effective in improving IPAS learning outcomes. This model encourages active involvement of students in the learning process, fosters curiosity, and hones critical and logical thinking skills. Image media as a visual aid has also been proven to be able to strengthen concept understanding and improve students' memory of the material studied. In addition, the learning process becomes more fun and meaningful because students are directly involved in the activity of discovering concepts through the stages of observing, questioning, gathering information, reasoning, and concluding. Teachers are no longer the center of information, but play the role of learning facilitators. This strategy is also relevant to the cognitive development characteristics of elementary school students who tend to favor concrete and visual learning. Thus, the application of the discovery learning model assisted by image media can be an alternative to an effective and innovative learning strategy in improving social studies learning outcomes. Teachers are advised to continue to develop adaptive, creative, and contextual learning methods and media.

This research aims to improve the learning outcomes of Natural and Social Sciences (IPAS) by applying a discovery learning model assisted by image media in grade V of SD Nurul Khoir, Jambi City. The method used is Class Action Research (PTK) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementation of actions, observation, and reflection. The research subjects amounted to 26 students. Data collection techniques are carried out through learning outcome tests, observation of teacher and student activities, and documentation. The results of the study showed a significant increase in the completeness of student learning outcomes. In cycle I, completeness reached 73.92%, and increased to 85.30% in cycle II. This improvement shows that the application of the discovery learning model combined with image media is effective in improving IPAS learning outcomes. This model encourages active involvement of students in the learning process, fosters curiosity, and hones critical and logical thinking skills. Image media as a visual aid has also been proven to be able to strengthen concept understanding and improve students' memory of the material studied. In addition, the learning process becomes more fun and meaningful because students are directly involved in the activity of discovering concepts through the stages of observing, questioning, gathering information, reasoning, and concluding. Teachers are no longer the center of information, but play the role of learning facilitators. This strategy is also relevant to the cognitive development characteristics of elementary school students who tend to favor concrete and visual learning. Thus, the application of the discovery learning model assisted by image media can be an alternative to an effective and innovative learning strategy in improving social studies learning outcomes. Teachers are advised to continue to develop adaptive, creative, and contextual learning methods and media.

This study aims to improve student learning outcomes in Natural and Social Sciences (IPAS) through the application of the Discovery Learning model assisted by image media in grade V of Nurul Khoir Elementary School, Jambi City. This study is a classroom action research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects in this study were 26 fourth-grade students. Data collection techniques used included tests, observation, and documentation to obtain more comprehensive data on student learning outcomes. The results of the study showed an increase in student learning outcomes in each cycle. In cycle I, the percentage of student learning outcomes reached 73.92%, and increased in cycle II to 85.30%. This increase indicates that the application of the Discovery Learning model assisted by image media can improve student learning outcomes in the subject of IPAS. The Discovery Learning model provides opportunities for students to learn actively and independently, by utilizing attractive image media and making it easier for students to understand the concepts taught. Thus, this model can be used as an alternative in a more effective and interesting learning process. Furthermore, the implementation of this model also had a positive impact on student engagement in learning activities, making the teaching and learning process more interactive and enjoyable. This study recommends that the Discovery Learning model, assisted by image media, be applied more widely across various subjects to improve the quality of learning in elementary schools. In the future, this research can also be continued by examining the application of similar models in other subjects and measuring their impact on improving students' cognitive abilities and overall skills.

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.

This study aims to describe the planning of the use of historical films in learning to write drama texts for Class XI.2 students at SMA Taruna Mandara, describe the implementation of using historical films in learning to write drama texts for Class XI.2 students at SMA Taruna Mandara, describe the students’ ability to write drama texts using historical films, and describe the students’ responses to the use of historical films in learning to write drama texts. This research used observation, interviews, documentation studies, and questionnaires as its methods. The analysis techniques used were descriptive qualitative and quantitative analysis. The results of this study are fourfold: (1) the planning for using historical films in learning to write drama texts includes the main objectives of using historical films, criteria for selecting historical films, the platforms used to select historical films, and the integration of historical films into the learning process, (2) the implementation consists of three stages: introduction, main activity, and closing, applying the discovery learning method, (3) the students’ learning outcomes using historical films in writing drama texts reached an average score of 82, categorized as good. (4) the students’ responses to the use of historical films in writing drama texts obtained an average score of 35.78, categorized as positive.

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.

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.