IMPROVING MATHEMATICS LEARNING OUTCOMES THROUGH THE DISCOVERY LEARNING METHOD

Abstract

Mathematics is a fundamental subject that helps develop students' logical and systematic thinking skills. However, many students still face difficulties in learning mathematics, which leads to low academic achievement. One contributing factor is the lack of instructional strategies that actively engage students in the learning process. This study aims to determine the effectiveness of the Discovery Learning method in improving students' mathematics learning outcomes. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The results show that the implementation of the Discovery Learning method in the first cycle was not optimal, with teacher and student activities categorised as “good” (77%) and “fair” (55%), respectively, and the students’ learning outcomes did not meet the minimum mastery criteria. After reflection and improvements, the second cycle showed significant progress: teacher activity reached 95% (“very good”), student activity increased to 92% (“very good”), and learning mastery reached 100% with an average score of 83.85. Therefore, the Discovery Learning method is proven effective in enhancing student engagement and learning outcomes in the topic of systems of linear equations in two variables.