The Effectiveness of the Discovery Learning Model on Students’ Mathematical Conceptual Understanding in Trigonometric Comparison Materials

This study aimed to analyze the effectiveness of the Discovery Learning model in improving students’ mathematical conceptual understanding in trigonometric comparison materials. This study was motivated by students’ low conceptual understanding caused by teacher-centered instruction. A quantitative descriptive approach with a pre-experimental one-shot case study design was employed. The participants were 36 tenth-grade students at SMA Negeri 1 Dukun Gresik, Indonesia. Data were collected through classroom observations, mathematical conceptual understanding tests, and student response questionnaires. The data were analyzed descriptively by evaluating teacher performance, student activities, learning outcomes, and student responses. The findings revealed that the Discovery Learning model was effective in improving students’ conceptual understanding. The teacher’s ability to manage learning achieved an average score of 3.47, categorized as good. Student activities reached 81.25%, indicating active participation. In addition, 86.11% of students achieved learning mastery, while students showed positive responses toward the learning model, with an average percentage of 66.11%. Therefore, the Discovery Learning model can be considered effective in enhancing students’ mathematical conceptual understanding in trigonometric comparison materials.