Abstract

Many students struggle to understand mathematics due to its abstract nature, particularly in algebraic operations. This difficulty often leads to disinterest and passive learning behaviors, negatively impacting academic outcomes. Addressing this urgent challenge, the current study investigates the effectiveness of the Discovery Learning model in improving student learning outcomes in algebra. Using a quantitative pre-experimental design, data were collected from 60 eighth-grade students at SMP Negeri 14 Banda Aceh through tests, observations, and interviews. The findings indicate that the Discovery Learning model significantly enhanced students’ understanding and engagement. Statistical analysis confirmed a notable improvement in learning outcomes, with t(29) = 5.92 > t-table = 2.05, indicating the model's positive effect at a 5% significance level. Moreover, the model fostered students’ critical thinking, collaborative problem-solving, and peer learning, as evidenced by teacher and student interviews. This study contributes to the growing body of research supporting student-centered instructional strategies and offers practical insight into implementing Discovery Learning in mathematics education. The novelty lies in applying this model to abstract algebraic material in a secondary school context, demonstrating that it not only improves comprehension but also stimulates student motivation and classroom participation. These findings underscore the need to shift from traditional to active learning models to meet students' cognitive and emotional needs effectively.

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