Abstract

One of the factors that influences a person's level of success in the learning process is self-efficacy. Low self-efficacy and student learning outcomes in the learning process are the background for this research. In order for student self-efficacy and learning outcomes to increase, there needs to be a learning process that makes students learn meaningfully, one of which is the model discovery learning. The purpose of writing the article is to see whether there is an increase in student self-efficacy after implementing the discovery learning model and whether there are differences in learning outcomes between the application of the model discovery learning and student learning outcomes using the scientific approach. The method in this research uses experimental research methods with research instruments in the form of questionnaires given to students before and after the learning process using discovery learning models and learning outcomes tests. Based on the calculations, it was found that there is an increase in students' self-efficacy after applying the model discovery learning, with a value
 of 0.43 categorized as a "moderate" improvement. This indicates that the discovery learning model positively contributes to enhancing students' self-confidence. This means that there is an increase in student self-efficacy by implementing the model discovery learning. For student learning outcomes, the calculation results obtained are ð‘¡â„Žð‘–ð‘¡ð‘¢ð‘›ð‘” = 2.38 and ð‘¡ð‘¡ð‘Žð‘ð‘’ð‘™ = 1.67. This means that student learning outcomes by applying the model discovery learning are better than by applying learning using the scientific approach.

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